Vol. 16 No. 40 (2020): Perspectivas para pensar as cidades: infâncias, educação, democracia e justiça (jul/set)

View Vol. 16 No. 40 (2020): Perspectivas para pensar as cidades: infâncias, educação, democracia e justiça (jul/set)
Published: 2020-07-01

Páginas iniciais

Thematic dossier

  • PRESENTATION OF THE THEMATIC DOSSIER: PERSPECTIVES TO THINK CITIES: CHILDHOOD, EDUCATION, DEMOCRACY AND JUSTICE

    Marcia Aparecida Gobbi, Cleriston Izidro dos Anjos
    13-24
    DOI: https://doi.org/10.22481/praxisedu.v16i40.6986

  • ETHICAL RULES TRANSLATE IN ETHICS IN RESEARCH? RESEARCH WITH CHILDREN IN INSTITUTIONS AND IN CITIES

    Renata Lopes Costa Prado, Marcos Cezar de Freitas
    25-46
    DOI: https://doi.org/10.22481/praxisedu.v16i40.6879

  • CHILDREN’S SCHOOL, CITY AND DEMOCRACY: SEEKING THE EXERCISE OF CHILDREN’S CITIZENSHIP

    Fabiana Oliveira Canavieira, Olivia Pires Coelho
    47-65
    DOI: https://doi.org/10.22481/praxisedu.v16i40.6885

  • REDISTRIBUTION, RECOGNITION AND REPRESENTATION: A READING OF NANCY FRASER WITH A CHILDHOOD LOOK

    Lourdes Gaitán Muñoz
    66-89
    DOI: https://doi.org/10.22481/praxisedu.v16i40.6886

  • REDISTRIBUTION, RECOGNITION AND REPRESENTATION: A NANCY FRASER READING WITH CHILDREN'S VIEW

    Lourdes Gaitán Muñoz
    90-113
    DOI: https://doi.org/10.22481/praxisedu.v16i40.6887

  • THE LUDIC DAILY LIFE OF THE SHOESHINE BOYS FROM SÃO PAULO

    André Augusto de Oliveira Santos, José Geraldo Vinci de Moraes
    114-133
    DOI: https://doi.org/10.22481/praxisedu.v16i40.6888

  • OS LISBON URBAN GARDENS/PARKS TROUGH ADULT’S GAZE AND CHILDREN’S ACTION

    Eunice Castro Seixas, Catarina Tomás, Niccolò Giacchetta
    134-163
    DOI: https://doi.org/10.22481/praxisedu.v16i40.6890

  • “CHILDHOODS” AND THE RIGHT TO THE CITY IN SÃO GONÇALO: INVESTIGATING THE PARTICIPATION OF CHILDREN IN THE CITY”

    Maria Tereza Goudard Tavares
    164-183
    DOI: https://doi.org/10.22481/praxisedu.v16i40.6895

  • UNREST WAYS OF LIVING: CHILDREN, ART AND CUISINE IN THE FIGHT FOR THE RIGHT TO HOUSING

    Marcia Aparecida Gobbi, Cleriston Izidro dos Anjos, Juliana Diamente Pito
    184-208
    DOI: https://doi.org/10.22481/praxisedu.v16i40.6896

  • THE RIGHT TO PLAY: A NECESSITY FOR CHILDREN, A POTENTIAL FOR SCHOOL AND THE CITY

    Francesco Tonucci
    209-233
    DOI: https://doi.org/10.22481/praxisedu.v16i40.6899

  • THE RIGHT TO PLAY: A NECESSITY FOR CHILDREN, A POTENTIAL FOR SCHOOL AND THE CITY

    Francesco Tonucci
    234-257
    DOI: https://doi.org/10.22481/praxisedu.v16i40.6897

Artigos

  • TEACHER TRAINING FOR TEACHING RACIAL ETHNIC RELATIONSHIPS: A COMPARATIVE STUDY BETWEEN SCIENTIFIC PUBLICATIONS IN PARÁ (INDIGENOUS) AND BAHIA (AFRODESCENDENTE)

    Karolina Carvalho do Amarante, Gilberto César Lopes Rodrigues
    258-274
    DOI: https://doi.org/10.22481/praxisedu.v16i40.6835

  • EARLY STIMULATION: THE CASE OF A CHILD WITH SEQUENCE OF PIERRE ROBIN

    Rosely Vieira dos Santos Martins, Giovani Ferreira Bezerra
    275-302
    DOI: https://doi.org/10.22481/praxisedu.v16i40.4999

  • THE EDUCATIONAL DYNAMICS IN MOZAMBIQUE: OBJECTIVES AND PERSPECTIVES

    Timoteo Gentil Papel
    303-333
    DOI: https://doi.org/10.22481/praxisedu.v16i40.5078

  • THE PRODUCTION OF KNOWLEDGE IN SCIENTIFIC JOURNALS FROM THE FEPAE-NNE

    Pedro Paulo Souza Rios, André Ricardo Lucas Vieira, Willian Lima Santos
    334-357
    DOI: https://doi.org/10.22481/praxisedu.v16i40.6902

  • LA EMPATHY IN PRIMARY SCHOOL UNIVERSITY STUDENTS

    Ana María Carty-Vásquez, Janet Josco-Mendoza, Yolvi Ocaña-Fernández
    358-381
    DOI: https://doi.org/10.22481/praxisedu.v16i40.6903

  • EDUCATION HISTORY RESEARCH PUBLISHED BY NORTHERN AND NORTHEAST BRAZIL JOURNALS

    Lia Machado Fiuza Fialho, Francisca Genifer Andrade de Sousa, Vitória Chérida Costa Freire
    382-403
    DOI: https://doi.org/10.22481/praxisedu.v16i40.6904

  • THE ROLE OF VOCABULARY LEARNING CONDITIONS IN WORD LEARNING AND RETENTION

    Seyyed Nasser Mousavi, Nasser Ghafoori, Mahnaz Saeidi
    404-435
    DOI: https://doi.org/10.22481/praxisedu.v16i40.6906

  • CORPOREITY IN FIELD EDUCATION: KNOWLEDGE OF TEACHING PRACTICE IN THE AMAZON CONTEXT

    Rosenilma Branco Rodrigues, Hergos Ritor Fróes de Couto
    436-456
    DOI: https://doi.org/10.22481/praxisedu.v16i40.6554

  • WHY, TO MANIPULATE REALITY, DO WE NEED TO REDUCE IT?

    Pedro Demo, Renan Antônio da Silva
    457-474
    DOI: https://doi.org/10.22481/praxisedu.v16i40.6909

  • DIMENSIONS, SENSES AND MEANINGS: MAPPING OF THE PRODUCTIONS OF THE REVISTA TEMPOS E ESPAÇOS EM EDUCAÇÃO

    Marilene Batista da Cruz Batista da Cruz Nascimento, Mateus Henrique Silva Santos, Tereza Hortencia da Silva Azevedo
    475-508
    DOI: https://doi.org/10.22481/praxisedu.v16i40.6910

  • THE PATH OF FIVE INSTITUTIONALIZED BOYS: A STUDY ABOUT THE EDUCATIONAL PROPOSAL FROM A FOSTER HOUSE IN PORTUGAL

    Daiane Valasques, Fátima Pereira
    509-535
    DOI: https://doi.org/10.22481/praxisedu.v16i40.6911

  • IDENTITY OF THE LEADER AS POTENTIAL IN THE DEVELOPMENT OF PERSONAL VALUES OF UNIVERSITY STUDENTS IN PERU

    Doris Elida Fuster Guillén, Juan Pablo Vílchez Miranda, Edwin Hernan Ramirez Asis
    536-553
    DOI: https://doi.org/10.22481/praxisedu.v16i40.6912

  • THE SÃO PAULO READ AND WRITE PROGRAM AND TEACHING WORK: BETWEEN GUIDELINES AND STANDARDIZATIONS

    Géssica Priscila Ramos, Letícia Laís da Silva
    554-572
    DOI: https://doi.org/10.22481/praxisedu.v16i40.5182

  • TEACHER PROFESSIONAL TRAINING: PROFILE AND UNDERSTANDING OF TEACHERS OF A PUBLIC SCHOOL OF RS

    Renata Godinho Soares, Jaqueline Copetti
    573-591
    DOI: https://doi.org/10.22481/praxisedu.v16i40.6446

  • STATE OF KNOWLEDGE: THE DIALOGICITY BETWEEN INCLUSIVE EDUCATION AND THE EDUCATION OF YOUTH AND ADULTS

    Kerén Talita Silva Miron, Chris Royes Schardosim
    592-611
    DOI: https://doi.org/10.22481/praxisedu.v16i40.6580

Entrevistas

  • CITIES FOR AND CHILDREN: A CONVERSATION AT TALLER ABIERTO IN PONTEVEDRA, SPAIN

    Marcia Aparecida Gobbi
    612-628
    DOI: https://doi.org/10.22481/praxisedu.v16i40.6898

Resenhas

  • TEACHER TRAINING: CONCEPTIONS AND POLICIES

    Learice Barreto Alencar
    629-633
    DOI: https://doi.org/10.22481/praxisedu.v16i40.6984

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