educação, v. 40, n. 3 set./dez. 2015

View educação, v. 40, n. 3 set./dez. 2015
Published: 2015-11-12

Editorial

  • Editorial – Educação (UFSM)

    Jorge Luiz da Cunha, Celso Ilgo Henz, Doris Pires Vargas Bolzan
    497-502
    DOI: https://doi.org/10.5902/1984644419600

Dossier: Historical education and teaching History

  • Relation teory and practice in formation of teachers of history in brazil and portugal (1980-2010)

    Marilú Favarin Marin
    503-516
    DOI: https://doi.org/10.5902/1984644418877

  • The history teacher formation in Bazil: fights and dilacerations in times of unquietness

    Maria Auxiliadora M. dos Santos Schmidt
    517-528
    DOI: https://doi.org/10.5902/1984644418206

  • The meanings of teachers work and the social space of History teaching

    Jorge Luiz da Cunha, Lisliane dos Santos Cardôzo
    529-544
    DOI: https://doi.org/10.5902/1984644418702

  • The epistemological concept of past for History teachers

    Rita de Cássia G. Pacheco dos Santos
    545-564
    DOI: https://doi.org/10.5902/1984644418704

  • History teaching from the perspective of Historical Education: the case of Curitiba’s Municipal Education System

    Rosi Terezinha Ferrarini Gevaerd
    565-578
    DOI: https://doi.org/10.5902/1984644418207

  • History education: children’s perception of time and space in images “Goiânia” city

    Maria da Conceição Silva, Eunice Antunes Fleury
    579-590
    DOI: https://doi.org/10.5902/1984644418703

  • The formation of the young people’s social consciousness in the horizon of history education

    Maria Isabel Gomes Barca Oliveira
    591-604
    DOI: https://doi.org/10.5902/1984644418216

Continuous Demand

  • The democratization of public school: old and new school management models

    Maria José Ferreira Ruiz, Edwylson de Lima Marinheiro
    605-618
    DOI: https://doi.org/10.5902/1984644417236

  • Large-scale educational assessments: performativity and perversion of educational experience

    Jarbas Dametto, Rosimar Serena Siqueira Esquinsani
    619-630
    DOI: https://doi.org/10.5902/1984644413742

  • Indicators on university management: a support methodology

    Antonio Carlos Miranda
    631-644
    DOI: https://doi.org/10.5902/1984644413602

  • The magic of the admission test: the production of belief in “gift” among the students of the IFSP

    Nicolau Dela Bandera
    645-656
    DOI: https://doi.org/10.5902/1984644417104

  • Philosophy teaching in non-formal spaces: notes of an experience

    Silmara Cristiane Pinto, Sara Morais da Rosa, Rodrigo Pelloso Gelamo, Amanda Veloso Garcia, Manoela Paiva Menezes
    657-670
    DOI: https://doi.org/10.5902/1984644415875

  • Ethical competence, attention and education

    Adriano Rodrigues Ruiz
    671-682
    DOI: https://doi.org/10.5902/1984644417107

  • School is not “place for belly”

    Denise Raquel Rohr, Maria Simone Vione Schwengber
    683-696
    DOI: https://doi.org/10.5902/198464447756

  • Corporeality and playfulness in initial series of elementary school: beliefs, doubts and possibilities

    Lucia Helena Pena Pereira
    697-710
    DOI: https://doi.org/10.5902/198464449225

  • Playing and gender relations: reflections of children and teachers

    Cássia Cristina Furlan, Verônica Regina Müller
    711-722
    DOI: https://doi.org/10.5902/1984644413728