Educação, v. 42, n. 3, set./dez. 2017

View Educação, v. 42, n. 3, set./dez. 2017
Published: 2017-12-28

Editorial

  • Editorial – Revista Educação

    Marcelo de Andrade Pereira, Sueli Salva, Clenio Perlin Berni
    501-504
    DOI: https://doi.org/10.5902/1984644430536

Continuous Demand

  • Professional Communities for Learning: opportunities of professional development in the exclusion and rural diversity

    Alberto Galaz, Claudia Contreras, Paola Acosta
    505-520
    DOI: https://doi.org/10.5902/1984644426513

  • Adolescents sociabilities in the basic school: state of art 2004-2013

    Anderson Patrick Rodrigues, Wilma de Nazaré Baia Coelho
    521-534
    DOI: https://doi.org/10.5902/1984644426670

  • School now is another: the Program of American Brazilian Assistance to Elementary Education – PABAEE (1956 a 1964)

    Susane Costa Waschinewski, Giani Rabelo
    535-554
    DOI: https://doi.org/10.5902/1984644428089

  • The specialized educational servisse in the vision of the school principal

    Ana Paula Marotto Homrich, Aliciene Fusca Machado Cordeiro
    555-568
    DOI: https://doi.org/10.5902/1984644426723

  • The minimization of the training of young brazilians: changes in middle school as from law 13415/2017

    Sandra Regina Oliveira Garcia, Eliane Cleide Silva Czernisz
    569-584
    DOI: https://doi.org/10.5902/1984644429481

  • Encounters with signs: possibilities to think learning in the context of Education

    Angélica Neuscharank, Marilda Oliveira de Oliveira
    585-596
    DOI: https://doi.org/10.5902/1984644422579

  • Students teach teachers in school that is no longer school

    Aldo Victorio Filho, Pâmela Souza da Silva, Rodrigo Torres do Nascimento, Victor Junger Silveira
    597-614
    DOI: https://doi.org/10.5902/1984644429956

  • Brizoletas: a path of memory, cultural heritage and education

    Letícia Baldasso Moraes, Alcyane Marinho
    615-628
    DOI: https://doi.org/10.5902/1984644427356

  • Thinking the education at post-metaphysical times: the alternative of symbolic interactionism

    Cláudio Almir Dalbosco, Renata Maraschin
    629-642
    DOI: https://doi.org/10.5902/1984644424140

  • Traditional knowledge of youth and adults and the presence of geometric concept in Tracuateua/PA

    Rogerio Andrade Maciel, Edilene Farias Rozal
    643-668
    DOI: https://doi.org/10.5902/1984644428420

  • Technology and teacher training in professional master's in vocational and technological education

    Emerson Freire, Sueli Soares dos Santos Batista
    669-688
    DOI: https://doi.org/10.5902/1984644428659

  • Inclusion: conceptions of teachers of the Secretariat of Education of the State of São Paulo

    Márcia Miranda Silveira Bello, Vera Lúcia Messias Fialho Capellini, Job Antonio Garcia Ribeiro
    689-704
    DOI: https://doi.org/10.5902/1984644426374

  • The knowledge of experience: one approach needed

    Larissa Chagas de Oliveira, Camila Lima Coimbra
    705-716
    DOI: https://doi.org/10.5902/1984644423210

  • Pedagogies of cultural femininities: addresses the character male Ken

    Michely Souza, Samilo Takara, Teresa Teruya
    717-730
    DOI: https://doi.org/10.5902/1984644422673

  • Gender socialization in the early childhood education: continuities and ruptures lived by children in the family, in the church and school

    Sandro Vinicius Sales Santos
    731-750
    DOI: https://doi.org/10.5902/1984644428325

  • Exceptions and paths: occupations as event and experience in Brazil of our time

    Eduardo Rebuá
    751-764
    DOI: https://doi.org/10.5902/1984644427936

Review

  • Jogos e brincadeiras: tempos, espaços e diversidade

    Laudeth Alves dos Reis, Wagner Wey Moreira, Natalia Papacidero Magrin, Regina Simões
    765-768
    DOI: https://doi.org/10.5902/1984644427554