Artigos do estrangeiro

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• Doing science differently for healthy human and social development? Report and analysis of an experience

  Martine Janner-Raimondi, Sophie Arborio, Bruno Hubert

  e82/1-21

  DOI: https://doi.org/10.5902/1984644485360

• Educational innovation between teacher well-being and uneasiness: a systematic literature review

  Diego Luna Delgado, Maria Amália Almeida Cunha, Conceição Leal da Costa

  e84/1-23

  DOI: https://doi.org/10.5902/1984644485337

• Re-inhabiting the school in the Anthropocene era: contributions from mesology to a new perspective on teachers' working conditions

  Valérie Melin, Carolina Kondratiuk

  e81/1-22

  DOI: https://doi.org/10.5902/1984644485359

• Blackening women's speech: Lélia González's contributions to Brazilian Portuguese

  Alcione Nawroski, Klaudia Chrzan

  e43/1-22

  DOI: https://doi.org/10.5902/1984644471288

• Management of inclusive university policies for migrants and refugees: A study on the school project

  Paulo Fossatti, Cátia Rosane da Rocha Wurth

  e24/1-21

  DOI: https://doi.org/10.5902/1984644469979

• School longevity of students from popular social strata in stricto sensu post-graduation

  Elaine Gonçalo Bento, Marlice de Oliveira e Nogueira

  e4/ 1-27

  DOI: https://doi.org/10.5902/1984644469750

• Post-pandemic, social interaction and psychosocial effects in the population of a globalized world

  Raúl Rocha Romero

  e133/1-22

  DOI: https://doi.org/10.5902/1984644485168

• Symptoms of stress and indicators of risk and protection pandemic times in adolescent students

  Blanca Estela Barcelata-Eguiarte, Raquel Rodríguez Alcántara

  e134/1-19

  DOI: https://doi.org/10.5902/1984644485169

• Colombian school and education in the contexto of the post-pandemic. A critical pedagogical proposal

  Germán López Noreña, Cicerón Erazo Cruz

  e132/1-28

  DOI: https://doi.org/10.5902/1984644485167

• Dialogue on Mexican childhoods in the COVID-19 pandemic

  Norma Alicia Del Río Lugo, Mariela Andrea Losso

  e34/1-13

  DOI: https://doi.org/10.5902/1984644470058

• Public Policies in Childhood Education in Brazil and Argentina: Realities and challenges derived from the COVID-19 pandemic

  Magali dos Reis, Mariela Losso

  e28/1-19

  DOI: https://doi.org/10.5902/1984644470038

• Childhood and education in Morocco

  Vicente Bedmar-Llorent, Lucía Torres Zaragoza

  e30/1-26

  DOI: https://doi.org/10.5902/1984644470054

• At the rhythm of COVID-19: between childhood policies and pedagogical practices in the pandemic. What perspectives about children’s rights?

  Maria Manuela Matinho Ferreira, Catarina Tomás

  e27/1-26

  DOI: https://doi.org/10.5902/1984644470036

• MITec: a perceptual model to identify the necessary skills in the integration of digital technologies in the teaching-learning process

  Wender Antônio da Silva, Fernando Albuquerque Costa

  e16/1-26

  DOI: https://doi.org/10.5902/1984644471110

• Girls in school playground: from conflicts to learning to negotiate and to build consensus to participate socially

  Elsa Alves, Manuela Ferreira

  e123/ 1-28

  DOI: https://doi.org/10.5902/1984644470148

• A pesquisa com/sobre/para crianças - descolonizando o olhar e a escuta: uma conversa com Ana Lúcia Goulart de Faria

  Ana Lúcia Goulart de Faria, Sueli Salva, Leandro Rogério Pinheiro, Lucas Alexandre Pires

  e62/ 1-25

  DOI: https://doi.org/10.5902/1984644470256