Vol. 21 No. 52 (2025): Fluxo contínuo

Artigos

• ERER in the elementary school curriculum proposal, of the state of Amazonas

  Wilma de Nazaré Baía Coelho, Nicelma Josenila Costa de Brito

  e15826

  • PDF/A (Português (Brasil))

  DOI: https://doi.org/10.22481/praxisedu.v21i52.15826

• Pedagogical practices for students with autism: an analysis in light of evidence-based practices

  Mariele Finatto, Carlo Schmidt

  e13618

  • PDF/A (Português (Brasil))

  DOI: https://doi.org/10.22481/praxisedu.v21i52.13618

• Between the expected and the experienced in the education of young people and adults: annoying, anxiety and complaints

  Carla Regina Mariano da Silva

  e14172

  • PDF/A (Português (Brasil))

  DOI: https://doi.org/10.22481/praxisedu.v21i52.14172

• The work organization of the pedagogical support teacher to teaching the student with ASD

  Maria Lídia Sica Szymanski, Vanessa Fernandez Prause

  e13557

  • PDF/A (Português (Brasil))

  DOI: https://doi.org/10.22481/praxisedu.v21i52.13557

• Criteria of didactic suitability as an instrument of evaluation of medical courses

  Pedro Fonseca de Vasconcelos, Tânia Cristina Rocha Silva Gusmão, Ana Cristina Santos Duarte

  e12664

  • PDF/A (Português (Brasil))

  DOI: https://doi.org/10.22481/praxisedu.v21i52.12664

• Non-formal education and non-formal educational settings in natural sciences degree programs

  Manoel Augusto Polastreli, Pedro José Garcia Júnior, Antonio Donizetti Sgarbi

  e14483

  • PDF/A (Português (Brasil))

  DOI: https://doi.org/10.22481/praxisedu.v21i52.14483

• “When children's participation is a mirage”: obstáculos en contextos educativos

  Catarina Tomás, Carolina Gonçalves, Juliana Gazzinelli

  e13456

  • PDF/A (Português (Brasil))

  DOI: https://doi.org/10.22481/praxisedu.v21i52.13456

• Las diferencias entre las investigaciones tipo estado del arte y estado del conocimiento en educación

  Paulo Roberto Dalla Valle, Elisiane Krumenauer Amaral, Jacques de Lima Ferreira

  e14274

  • PDF/A (Português (Brasil))

  DOI: https://doi.org/10.22481/praxisedu.v21i52.14274

• Assistive technology in multifunctional resource rooms for mathematics teaching: teacher’s perceptions

  Larissa Leal Scapin Gubert, Marcos Lübeck

  e14601

  • PDF/A (Português (Brasil))

• Teaching working conditions in special education in the state of Mato Grosso do Sul (2008-2024)

  Sandra Regina de Oliveira de Souza, Andréia Nunes Militão

  e15909

  • PDF/A (Português (Brasil))

  DOI: https://doi.org/10.22481/praxisedu.v21i52.15909

• The performance of private hegemonic apparatus to control education

  Ivânia Paula Freitas de Souza Sena, Valéria Prazeres dos Santos, Roseane Oliveira Rios

  e14891

  • PDF/A (Português (Brasil))

  DOI: https://doi.org/10.22481/praxisedu.v21i52.14891

• The school library in the law and beyond the law – an analisys

  Fabíola Ribeiro Farias, Luiz Percival Leme Britto

  e16021

  • PDF/A (Português (Brasil))

  DOI: https://doi.org/10.22481/praxisedu.v21i52.16021

• Education in the aftermath of the pandemic: a scoping review of the obstacles to be overcome

  Lia Machado Fiuza Fialho, Felipe Queiroz Siqueira, Vanusa Nascimento Sabino Neves

  e15869

  • PDF/A (Português (Brasil))

  DOI: https://doi.org/10.22481/praxisedu.v21i52.15869