Vol. 9 (2022)

View Vol. 9 (2022)
DOI: https://doi.org/10.26568/educa.v9i0
Published: 23/01/2022

Artigos Científicos

  • An indivisible whole: reflections on the five aspects that interfer in learning

    Claucida Silva de Oliveira Lima, Márcia Finimundi Nóbile, Livia Crespi
    1-19
    DOI: https://doi.org/10.26568/2359-2087.2022.5020

  • Social normativeness, sexual orientation and diversity at school: what do physical education teachers say?

    Marília Rocha Amando, Iracema Campos Cusati, Marcelo Henrique Gonçalves de Miranda
    1-22
    DOI: https://doi.org/10.26568/2359-2087.2022.5103

  • The importance of transferential ties in the permanece of undergraduate students in physic

    Gabriel Luiz de Carvalho, Michele Hidemi Ueno-Guimarães, Marinez Meneghello Passos
    1-23
    DOI: https://doi.org/10.26568/2359-2087.2022.6266

  • Perception of public-school teachers regarding the mental load of work in remote emergency teaching

    Ruan Eduardo Lucas, Lizandra Lupi Garcia Vergara
    1-17
    DOI: https://doi.org/10.26568/2359-2087.2022.6657

  • On the teaching of modern and contemporary physics in high school: a brief bibliographic review

    Jardel de Carvalho Veloso, Maura Vieira do Santos Sousa, Haroldo Reis Alves de Macêdo
    1-27
    DOI: https://doi.org/10.26568/2359-2087.2022.6151

  • The power in the school, according to Max Weber: bureaucracy as a means of maintaining order

    Jorge Marcos Ramos, Sérgio Marcos Nogueira Tavares
    1-15
    DOI: https://doi.org/10.26568/2359-2087.2022.6246

  • Mediating the act of reading: reflections from Paulo Freire

    Mariana Parise Brandalise Dalsotto, João Paulo Borges da Silveira, Terciane Ângela Luchese
    1-19
    DOI: https://doi.org/10.26568/2359-2087.2022.6436

  • Reflections about research denomined state of knowledge

    Juliana Campos Francelino, Flavines Rebolo
    DOI: https://doi.org/10.26568/2359-2087.2022.6470

  • Multiple intelligences in school practice: theory and its first applications in education

    Jonas Bach Junior, Tiago Caetano Martins
    1-29
    DOI: https://doi.org/10.26568/2359-2087.2022.5942

  • Aesthetic experience, teacher training and cordel's literature in teaching and learning processes

    Fernando Paixão, Ana Cristina de Moraes, Camila Oliveira Silva
    DOI: https://doi.org/10.26568/2359-2087.2022.6192

  • Environmental education in teaching training in rural schools in Porto Velho-RO

    Bianca Morais Mendes, Clarides Henrich de Barba
    1-22
    DOI: https://doi.org/10.26568/2359-2087.2022.6368

  • Sex, gender, and sexual diversity in history and science Textbooks of the final years of elementary school

    Geovanna Pereira Rodrigues, Fernanda Telles Márques
    1-23
    DOI: https://doi.org/10.26568/2359-2087.2022.6541

  • Public school representational indicatives and teacher in student trajectories

    Laeda Bezerra Machado, Laura Maria Andrade da Silva
    1-20
    DOI: https://doi.org/10.26568/2359-2087.2022.5915

  • The pedagogical residence program in the UFRB field education license: reflections and perceptions of residents

    Klayton Santana Porto
    1-20
    DOI: https://doi.org/10.26568/2359-2087.2022.6059

  • Training of childhood education teacher: Body and movement - understanding the playing

    Dalila Maitê Rosa Sena, João Guilherme Rodrigues Mendonça
    1-18
    DOI: https://doi.org/10.26568/2359-2087.2022.5330

  • Metaetnography and meta-analysis: applications in ethnographic research in education

    Adriane Matos de Araujo, Carmen Lúcia Guimarães De Mattos
    1-20
    DOI: https://doi.org/10.26568/2359-2087.2022.4811

  • The teaching of science and biology in the prison system: a search for themes, strategies and didactic resources

    Jean Victor de Oliveira, Melchior José Tavares Junior
    1-19
    DOI: https://doi.org/10.26568/2359-2087.2022.5052

  • Curriculum adaptations for field education through the guidelines of the Common National Curriculum Base - BNCC

    Josineide Macena da Silva, Wendell Fiori de Faria, Rosenilda Caetano, Rosângela de Fátima Cavalcante França
    1-18
    DOI: https://doi.org/10.26568/2359-2087.2022.6527

Dossiê Temático

  • Apresentation

    José Claudinei Lombardi, Maria Lília Colares Imbiriba Colares, Oliveira Morais de Medeiros Neta
    1-4
    DOI: https://doi.org/10.26568/2359-2087.2022.6710

  • The capital crisis and the currentity of historical-critical pedagogy

    Marco Antonio de Oliveira Gomes, Suzane Meneses Caetano
    1-18
    DOI: https://doi.org/10.26568/2359-2087.2022.6426

  • Historical-Critical Pedagogy and teacher training

    Rosilene Lagares, Leonardo Victor dos Santos
    1-16
    DOI: https://doi.org/10.26568/2359-2087.2022.6618

  • Organization of pedagogical work as a transforming practice in basic education

    Maria Cristina dos Santos, Mateus Henrique Turini
    1-28
    DOI: https://doi.org/10.26568/2359-2087.2022.6537

  • Critical Historical Pedagogy and professional and technological education

    Paulino José Orso
    1-14
    DOI: https://doi.org/10.26568/2359-2087.2022.6520

  • Historical-Critical Pedagogy, history education and combatting denialism

    Anselmo Alencar Colares, Duci Alves de Matos
    1-15
    DOI: https://doi.org/10.26568/2359-2087.2022.6594

  • Paths for the implementation of a transformative education within the prison system: contributions from Historical-Critical Pedagogy and from the teacher

    Camila Maximiano Miranda Silva, Mara Regina Martins Jacomeli
    1-17
    DOI: https://doi.org/10.26568/2359-2087.2022.6540

  • The Pedagogia Histórico Crítica as na alternative to hegemonic pedagogies: possibilities for teaching History in the classroom

    Renan Oliveira de Aguiar, José Claudinei Lombardi
    1-20
    DOI: https://doi.org/10.26568/2359-2087.2022.6619

  • Historical-Critical Pedagogy in higher education: perspectives and challenges in the brazilian Amazon

    Jemina de Araújo Moraes Andrade, Helena Cristina Guimarães Queiroz Simões
    1-16
    DOI: https://doi.org/10.26568/2359-2087.2022.6616

  • Challenges and reflections on transformative educational practice in times of Covid-19 pandemic

    Thaiana Netto Baptista, Maria Lília Imbiriba Sousa Colares, Olivia Morais de Medeiros Neta
    1-20
    DOI: https://doi.org/10.26568/2359-2087.2022.6579

  • Education in Pará in the Covid-19 pandemic: challenges and possibilities for the year 2021

    Ney Cristina Monteiro de Oliveira, Izete Magno Corrêa
    1-19
    DOI: https://doi.org/10.26568/2359-2087.2022.6681

  • Public school inequalities in the urban center-periphery continum: a historical-critical analysis

    Claudinei Frutuoso, Antônio Carlos Maciel
    1-16
    DOI: https://doi.org/10.26568/2359-2087.2022.6543

  • The right to education in the new national policy for special education: between setbacks and possibilities

    Leidy Jane Claudino Lima, Jorge Fernando Hermida
    1-27
    DOI: https://doi.org/10.26568/2359-2087.2022.6597

  • The (new) DCNs for the degree in pedagogy course: limitations to the promotion of education for sustainability

    Lílian Aquino Oliveira, Tânia Suely Azevedo Brasileiro
    1-28
    DOI: https://doi.org/10.26568/2359-2087.2022.6542

  • Dialectics, a plural concept: The Criticism of Leftist Theoretical Rationalism Aiming at Overcoming Political Sectarianism in Academic Studies

    Eneas de Araújo Arrais Neto, Jerciano Pinheiro Feijó, Antonia de Abreu Sousa
    1-17
    DOI: https://doi.org/10.26568/2359-2087.2022.6613

Ensaios

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