educação v. 29, n. 2, jul./dez. 2004

Editorial

• Editorial – Revista Educação

  Cláudia Ribeiro Bellochio

  07-10

  • PDF (Português (Brasil))

• The (complex) construction of teacher's professionalism

  José Augusto Pacheco

  11-16

  • PDF (Português (Brasil))

• Teaching profession: some dimensions and tendencies

  Cláudia Ribeiro Bellochio, Eduardo Terrazan, Elisete Medianeira Tomazetti

  17-32

  • PDF (Português (Brasil))

• Teaching Learning: some contributions of L. S. Shulman

  Maria da Graça Nicoletti Mizukami

  33-50

  • PDF (Português (Brasil))

• Imaginary, social representations and formation of teacher: among knowledge and pedagogic doings

  Helenise Sangoi Antunes, Valeska Fortes de Oliveira, Valdo Barcelos

  51-66

  • PDF (Português (Brasil))

• Autonomy and authority in dialogue with theory and praxis: the case of the teaching proffesion

  Maria Isabel da Cunha, Ana Maria Ranzan Rigo, Carmem Lúcia Lascano Pinto, Denise Grosso da Fonseca, Gildo Volpato, Sônia Regina de Souza Fernandes, Vânia Alves Martins Chaigar

  67-84

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• The construction of teaching profession beginning: reflections taken from brazilian research

  Emília Freitas de Lima

  85-98

  • PDF (Português (Brasil))

• Autonomy and knowledge – some possible interchanges between Antônio Gramsci and Paulo Freire through the analysis of emancipationist pedagogical practices

  Cleoni Maria Barboza Fernandes, Solon Eduardo Viola

  99-108

  • PDF (Português (Brasil))

• Action research and formation of teachers: articulation strategies from formation practice

  Cleonice Maria Tomazzetti, Fábio da Purificação de Bastos, Hugo Norberto Krug

  109-120

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• Professor's formation at the superior teaching education: is it a process of learning?

  Silvia Maria de Aguiar Isaia, Doris Pires Vargas Bolzan

  121-134

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• Teachers' knowledge of a new kind in professional teacher training: some notes

  Yoshie Ussami Ferrari Leite, Cristiano Amaral Garboggini Di Giorgi

  135-146

  • PDF (Português (Brasil))

• Teacher educantion courses and curricular change: national legal requirements and curricular at UFSM

  Elizabeth Diefenthaeler Krahe

  147-158

  • PDF (Português (Brasil))

• Teacher training: an alternative of a curricular dynamic

  Oswaldo Alonso Rays

  159-174

  • PDF (Português (Brasil))

• Maps of teachers training after LDB: regulation or emancipation

  Edite Maria Sudbrak

  175-190

  • PDF (Português (Brasil))

• Imagem da Capa: acervo particular Professor Jorge Luiz Cunha