educação, v. 39, n. 2, maio/ago. 2014

View educação, v. 39, n. 2, maio/ago. 2014
Published: 2014-06-18

Continuous Demand

  • Educational options culturally sensitive to diversity and the implementation of linguistic rights

    Luis Ernesto Behares
    265-276
    DOI: https://doi.org/10.5902/1984644413915

  • Ethics and culture dialogic: transit critical-reflective in education

    Marcos Alexandre Alves, Gomercindo Ghiggi
    277-288
    DOI: https://doi.org/10.5902/198464446706

  • The school chalenge of teaching per subject and the need for knowledge rebinding

    Celso José Martinazzo, Óberson Isac Dresch
    289-300
    DOI: https://doi.org/10.5902/198464449234

  • Autonomy, trajectories and knowledge of workers and students of Adults and Adolescents Education

    Ivan Livindo de Senna Corrêa, Maria Clara Bueno Fischer, Juliana Silva dos Santos
    301-314
    DOI: https://doi.org/10.5902/198464448017

  • Teaching and learning of reading and writing in education of young people and adults: dialogues with the childhood education

    Greice Ferreira da Silva, Dagoberto Buim Arena
    315-324
    DOI: https://doi.org/10.5902/198464448206

  • Stories and narratives in early childhood education

    Jacqueline de Fatima dos Santos Morais
    325-338
    DOI: https://doi.org/10.5902/198464444213

  • PIBID from the undergraduates’ point of view: possibilities and limits in the development of the program

    Helena Maria dos Santos Felício, Claudia Gomes, Luciana Resende Allain
    339-352
    DOI: https://doi.org/10.5902/198464448175

  • Teacher education policies in conflict with the official curriculum: supervised training and “PIBID”(Institutional Program Initiation to teaching profession)

    Jose Rubens Lima Jardilino
    353-366
    DOI: https://doi.org/10.5902/1984644412068

  • DE pedagogy courses: overcoming challenges – constructing innovations

    Andréia Morés
    367-378
    DOI: https://doi.org/10.5902/198464447187

  • Definition of curriculum and approach: study of a training course for teachers of non-formal education in NGOs

    Deivis Perez
    379-390
    DOI: https://doi.org/10.5902/198464448472

  • Communication and meaning construction in teacher education: work by many hands

    Tania Maria Esperon Porto, Maristani Polidori Zamperetti, Lourdes Helena Rodrigues dos Santos
    391-402
    DOI: https://doi.org/10.5902/198464449735

  • Self-assessment versus self-grading – approaches to the education of self-regulated teachers

    Elizabete Aparecida Garcia Ribeiro, Giovana Chimentão Punhagui, Nadia Aparecida de Souza
    403-414
    DOI: https://doi.org/10.5902/198464446379

  • Teachers in continuing education: narratives of teaching activity upon the study of teaching and learning

    Leila Adriana Baptaglin, Gislaine A. Rodrigues da Silva Rossetto, Doris Pires Vargas Bolzan
    415-426
    DOI: https://doi.org/10.5902/198464446428

  • Collaborative apprenticeship for a positive interdependence in the teach-apprenticeship process in university courses

    Marcella Zampoli Troncarelli, Adriano Antonio Faria
    427-444
    DOI: https://doi.org/10.5902/198464447770

Review

  • Resenha do livro Didática de ciências naturais na perspectiva histórico-crítica

    Ana Paula Gonçalves Arantes, Roberta Negrão de Araújo
    445-447
    DOI: https://doi.org/10.5902/198464449182

Editorial

  • Editorial – Revista Educação

    Equipe Editorial
    261-264
    DOI: https://doi.org/10.5902/1984644414409