educação v. 33, n. 3, set./dez. 2008

Editorial

• Editorial – Revista Educação

  Karina Klinke, Cláudia Ribeiro Bellochio

  377-380

  • PDF (Português (Brasil))

• Scholar democratization and justice of school

  François Dubet

  381-394

  • PDF (Português (Brasil))

• Social fight and juridical acknowledgement of the human right of young and adults to education

  Maria Clara Di Pierro

  395-410

  • PDF (Português (Brasil))

• Building knowledge in youth and adult education (EJA) integrated with vocational education – collective knowledge of a research network

  Maria Margarida Machado, Mirian Fábia Alves, João Ferreira de Oliveira

  411-424

  • PDF (Português (Brasil))

• The construction and development of literacy practices in the education of youth and adult education (EJA)

  Eliana Borges Correia de Albuquerque, Andréa Tereza Brito Ferreira

  425-440

  • PDF (Português (Brasil))

• The youth and adult education modality in focus: school practices of literacy and the teacher’s formation process

  Karina Klinke, Helenise Sangoi Antunes

  441-456

  • PDF (Português (Brasil))

Continuous Demand

• Transversality and higher education: by a dialetical recurrence of teach-learning

  Paulo Gomes Lima

  457-468

  • PDF (Português (Brasil))

• Scientific validation criteria on Human Sciences

  Tércia Zavaglia

  469-480

  • PDF (Português (Brasil))

• Distance education: the tutor under tutors’s perspective

  Lúcia Regina Goulart Vilarinho, Maria Inmaculada Chao Cabanas

  481-494

  • PDF (Português (Brasil))

• Curriculum of Visual Arts course – Majoring/UFSM: history and critics revisited

  Leila Adriana Baptaglin, Marilda Oliveira de Oliveira

  495-508

  • PDF (Português (Brasil))

• Anthropology and ethnomathematics: a possible dialogue for the teaching of Mathematics

  Helisângela Ramos da Costa

  509-524-

  • PDF (Português (Brasil))

• The basic knowledge that the students possess about sexuality and the Biology teacher’s paper in this context

  Luciane Rocha Rodrigues, Neusa Maria John Scheid

  525-542

  • PDF (Português (Brasil))