About the Journal

Revista Práxis Educacional is a continuous-flow, electronic journal of the Graduate Program in Education (PPGEd) at the State University of Southwest Bahia (Uesb). It publishes unpublished articles resulting from scientific research, as well as book reviews. Systematic literature review articles are only accepted as long as they present unpublished guidelines for future research. Its main objective is to disseminate research and studies related to the field of education, developed by researchers from different educational contexts in Brazil and abroad. The journal does not charge any kind of fee for the publication of texts.

ISSN 2178-2679 - DOI: 10.22481/praxisedu - Area: Education - Qualis Periodicos: A2 (2017-2020) - Submission of manuscripts: continuous - Periodicity of publication: continuous flow.

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Current Issue

Vol. 20 No. 51 (2024): Streaming Publishing 2024 Edition
View Vol. 20 No. 51 (2024): Streaming Publishing 2024 Edition

Streaming Publishing 2024 Edition

Published: 2024-02-23

Artigos

  • Studies on identity and formation of university students in Mexico

    Zaira Navarrete Cazales
    e12487
    DOI: https://doi.org/10.22481/praxisedu.v20i51.12487

  • Teaching theater for children with autism in the context of the covid 19 pandemic

    Lucas Wendel Silva Santos, Erica Daiane Ferreira Camargo, Rosana Carla do Nascimento Givigi
    e13011
    DOI: https://doi.org/10.22481/praxisedu.v20i51.13011

  • The environmental education legislation of the city of Recife aligned with the Environmental Education Policy of the State of Pernambuco: a transdisciplinary analysis

    Janaina Almeida de Macêdo, Maria de Fátima Gomes da Silva
    e12085
    DOI: https://doi.org/10.22481/praxisedu.v20i51.12085

  • Cell phones, teachers and students: challenges for the elaboration of another pedagogical contract

    Antônio Álvaro Soares Zuin, Damiana Andreia Ferreira
    e12214
    DOI: https://doi.org/10.22481/praxisedu.v20i51.12214

  • The physical education teacher and the obstacles to the schoolig of students with disabilities

    Francianne Farias dos Santos, Dorimar Gomes Ferreira, João Otacilio Libardoni dos Santos
    e13891
    DOI: https://doi.org/10.22481/praxisedu.v20i51.13891

  • Racial quotas in graduate programs at the Federal University of Sergipe networked executed

    Lídia Carla Araújo dos Anjos, Edineia Tavares Lopes, Sandra Morais de Jesus Bomfim
    e13321
    DOI: https://doi.org/10.22481/praxisedu.v20i51.13321

  • The song and the construction of the untested feasibility: alternatives for the work with language in school

    Camila Farias Fraga, Marcos Antonio Rocha Baltar
    e12670
    DOI: https://doi.org/10.22481/praxisedu.v20i51.12670

  • Integrated pedagogical practices: a confrontation between licensed and bachelor’s teachers

    Sthéfany Araújo Melo, Welisson Marques, Robson Luiz de França
    e12676
    DOI: https://doi.org/10.22481/praxisedu.v20i51.12676

  • Considerations on gender and sexuality issues associated with tv advertisements in the school context

    Joseval dos Reis Miranda, Paula Cristina Gomes
    e12889
    DOI: https://doi.org/10.22481/praxisedu.v20i51.12889

  • Wassu-Cocal indigenous schools – claims for a specific curriculum: from deletion to insurgencies

    Valdeck Gomes de Oliveira Junior, Cléia da Silva Lima, Valéria Campos Cavalcante
    e13993
    DOI: https://doi.org/10.22481/praxisedu.v20i51.13993

  • Problematizing Mathematics Education from the freirian’s perspective

    Sandra Alves de Oliveira, Reginaldo Fernando Carneiro
    e12689
    DOI: https://doi.org/10.22481/praxisedu.v20i51.12689

  • Different meanings for time in discourses for literacy

    Bárbara Rocha Souza, Alice Casimiro Lopes
    e14453
    DOI: https://doi.org/10.22481/praxisedu.v20i51.14453

  • Producing meanings of integral education in integral citizen schools

    Ana Cláudia Silva Rodrigues, Joana Karoline da Silva Elias, Rafael Ferreira Souza Honorato
    e14163
    DOI: https://doi.org/10.22481/praxisedu.v20i51.14163

  • Training and pedagogical advice for university teachers: a case study in Brazil and Québec

    Cristina d’Ávila
    e14867
    DOI: https://doi.org/10.22481/praxisedu.v20i51.14867

  • The construction of writing in brazilian portuguese from a constructivist psychogenetic perspective

    Giovana Cristina Zen, María Claudia Molinari, Arizbeth Soto
    e14871
    DOI: https://doi.org/10.22481/praxisedu.v20i51.14871

  • Historical and philosophical outlines of a current pedagogical art of early childhood education

    Gisele Ruiz Silva, Paula Corrêa Henning
    e11532
    DOI: https://doi.org/10.22481/praxisedu.v20i51.11532

  • Teachers' perception of pedagogical practices in sex education at school

    Renata Barbosa Nunes, Lilia Aparecida Kanan, Jaime Farias Dresch
    e14938
    DOI: https://doi.org/10.22481/praxisedu.v20i51.14938

  • The use of digital tools in post-pandemic education: a bibliometric analysis

    Cleide Ane Barbosa da Cruz, Ariadne Lopes Ecar
    e12084
    DOI: https://doi.org/10.22481/praxisedu.v20i51.12084

  • Health indicators predict lifestyle in retired female teachers

    Luiz Humberto Rodrigues Souza, Berta Leni Costa Cardoso
    e14946
    DOI: https://doi.org/10.22481/praxisedu.v20i51.14946

  • Curriculum adaptation with alternative communication in remote teaching during the covid-19 pandemic

    Vera Lúcia de Oliveira Ralin, Laila Bianca Menezes Souza , Clayne Mirelle Pereira Teixeira
    e13215
    DOI: https://doi.org/10.22481/praxisedu.v20i51.13215

  • Conceptions of early childhood education in pictures: performance teaching and pedagogical activism on Facebook

    Aliandra Cristina Mesomo Lira, Diego Paiva Bahls, Leandra Souza Machado
    e12899
    DOI: https://doi.org/10.22481/praxisedu.v20i51.12899

Professional trajectories

  • Trajectory of life-research-training: speech by professor emerita

    Dalila Andrade Olivera
    e14932
    DOI: https://doi.org/10.22481/praxisedu.v20i51.14932
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