educação, v. 40, n. 1, jan./abr. 2015

View educação, v. 40, n. 1, jan./abr. 2015
Published: 2015-01-05

Editorial

  • Editorial – Revista Educação

    Elisete Medianeira Tomazetti, Doris Pires Vargas Bolzan, Celso Ilgo Henz
    9-14
    DOI: https://doi.org/10.5902/1984644416558

  • The philosophical: the obsessive and unavoidable tension presence-absence

    Marisa Berttolini
    15-26
    DOI: https://doi.org/10.5902/1984644415950

  • Philosophical Didactic, Philosophy of the Aleatory Didactic

    Alejandro Cerletti
    27-36
    DOI: https://doi.org/10.5902/1984644415910

  • Teaching practices and teacher training:notes on the experience of UFABC’s Philosophy course

    Marinê de Souza Pereira, Patrícia Del Nero Velasco
    37-52
    DOI: https://doi.org/10.5902/1984644415967

  • The teaching philosophy as a “classical question” in the tradition of philosophical thought

    Filipe Ceppas
    53-62
    DOI: https://doi.org/10.5902/1984644415911

  • Self-reflection autonomy and think like assumptions and theoretical methodology of teaching philosophy: from analysis of critical the theory

    Delcio Junkes, Geraldo Balduino Horn
    63-74
    DOI: https://doi.org/10.5902/1984644415908

  • From the history of philosophy to the philosophize: some challenges in the speech with the no philosophical

    Elisete Medianeira Tomazetti, Cláudia Cisiane Benetti
    75-88
    DOI: https://doi.org/10.5902/1984644416184

  • The philosophy teaching and discernment in the contemporary world: current issues

    Alexandre Filordi de Carvalho
    89-100
    DOI: https://doi.org/10.5902/1984644416517

Continuous Demand

  • State of knowledge and issues of the scientific field

    Marilia Costa Morosini
    101-116
    DOI: https://doi.org/10.5902/1984644415822

  • Supervision Stage: an experiment in teachers training

    Karla Marques da Rocha, Ilse Abegg, Eliana Rela
    117-130
    DOI: https://doi.org/10.5902/1984644413665

  • Theformative impulseof critical thinking: rationality, truth andconstellation

    Mauricio João Farinon
    131-142
    DOI: https://doi.org/10.5902/1984644414823

  • Carneiro Leão: considerations about the prospect of educational sociology

    Rosilene de Lima, Maria Cristina Gomes Machado
    143-154
    DOI: https://doi.org/10.5902/1984644413722

  • The configuration of current rural education in two rural settlements in Mato Grosso

    Heloisa Salles Gentil, Ilma Ferreira Machado
    155-168
    DOI: https://doi.org/10.5902/1984644414455

  • Method as content: the teaching of history with sheets sources

    Evandro Cardoso do Nascimento
    169-182
    DOI: https://doi.org/10.5902/1984644415169

  • Work and education in the present: mediations with brazilian Physical Education

    Hajime Takeuchi Nozaki
    183-200
    DOI: https://doi.org/10.5902/1984644413244

  • Profile of the paulista public school principal

    Viviani Fernanda Hojas, Graziela Zambão Abdian
    201-214
    DOI: https://doi.org/10.5902/198464448627

  • New approaches to the human science teaching: the urgency in diversifying languages in the teacher labor with geography and history

    Adriano Bittencourt Andrade, Nadja Conceição de Jesus Miranda, Dalila Flora Cardoso Varino
    215-228
    DOI: https://doi.org/10.5902/1984644414994

  • Adherence to the value of justice in children: a comparison between spontaneous answers and answers given to a structured questionnaire

    Maria Suzana De Stefano Menin, Adriano Moro, Patricia Unger Raphael Bataglia
    229-240
    DOI: https://doi.org/10.5902/198464449000

  • Full time education in the “programa mais educação”: an analysis

    Camila Aparecida Pio, Eliane Cleide da Silva Czernisz
    241-254
    DOI: https://doi.org/10.5902/1984644415078