Vol. 15 No. 35 (2019): out/dez. Dossiê temático: Ensinar e Aprender: Metodologias e Estratégias

View Vol. 15 No. 35 (2019): out/dez. Dossiê temático: Ensinar e Aprender: Metodologias e Estratégias
Published: 2019-10-01

Páginas iniciais

Thematic dossier

  • APRESENTAÇÃO DO DOSSIÊ: ENSINAR E APRENDER: METODOLOGIAS E ESTRATÉGIAS

    Lúcia Gracia Ferreira, Ester Maria de Figueiredo Souza
    16-19

  • DIFFERENT METHODOLOGIES OF TEACHING MATHEMATICS: EXPECTATION X EFFECTIVE EXPERIENCE

    Adriana Guerra
    20-41
    DOI: https://doi.org/10.22481/praxisedu.v15i35.5657

  • DAILY LIFE AND DIDACTIC MEMORY AS A STRATEGY IN PHYSICAL EDUCATION

    Álex de Carvalho Ferreira, Ester Maria de Figueiredo Souza
    42-60
    DOI: https://doi.org/10.22481/praxisedu.v15i35.5658

  • PEDAGOGICAL MANDALAS IN TEACHING-LEARNING PROCESS: KNOWLEDGE AND FLAVORS IN TEACHING TRAINING

    Lúcia Gracia Ferreira
    61-76
    DOI: https://doi.org/10.22481/praxisedu.v15i35.5660

  • The TEACHING PRACTICE FOR THE INCLUSION OF STUDENTS WITH DISABILITIES IN COLLEGE EDUCATION

    Aline Pereira da Silva Matos, Susana Couto Pimentel
    77-95
    DOI: https://doi.org/10.22481/praxisedu.v15i35.5663

  • CRITICAL LITERACY: THE RAP GENDER IN A SCHOOLING PROCESS

    Célia Zeri de Oliveira
    96-109
    DOI: https://doi.org/10.22481/praxisedu.v15i35.5664

  • RIGHTS AND OPPORTUNITIES IN INITIAL LITERACY

    María Claudia Molinari
    110-127
    DOI: https://doi.org/10.22481/praxisedu.v15i35.5670

  • THE HIGH SCHOOL, THE READER AND LITERATURE: THE VARIOUS SENSES OF RECEPTION THEORY

    Lucimar Pinheiro da Silva Sampaio, Eduardo Dias da Silva, Aura Luz Duffé
    128-143
    DOI: https://doi.org/10.22481/praxisedu.v15i35.5671

  • DIDACTIC PROJECTS: A TRAINING CONCEPTION AND APPROPRIATION OF THE WORLD

    Giovana Cristina Zen, Marcelo Oliveira de Faria, Maria Roseli Gomes Brito de Sá
    144-160
    DOI: https://doi.org/10.22481/praxisedu.v15i35.5672

  • ACTIVE AND PARTICIPATORY METHODOLOGIES: ITS CONTRIBUTIONS TO THE CURRENT EDUCATIONAL SCENARIO

    Maria Luísa Bissoto, Susana Caires
    161-182
    DOI: https://doi.org/10.22481/praxisedu.v15i35.5673

  • DIDACTIC EXPERIENCES IN ARCHITECTURE AND URBANISM DEGREES: BY MOVEMENTS OF INCORPORATION

    Mônica Cristina Henriques Leite Olender, Cristina D’Ávila
    183-206
    DOI: https://doi.org/10.22481/praxisedu.v15i35.5674

  • The SILENCE OF BASIC EDUCATION: THE IMPORTANCE OF BILINGUALISM IN THE EDUCATIONAL PROCESS

    Karina Santiago Leandro, Kelly Cristina Santos, Renato de Oliveira Dering
    207-227
    DOI: https://doi.org/10.22481/praxisedu.v15i35.5675

Artigos

  • PERCEPTION OF TEACHERS OF SPECIAL EDUCATION ABOUT THE NATIONAL PLAN AND MUNICIPAL EDUCATION PLANS

    Osni Oliveira Noberto da Silva, Theresinha Guimarães Miranda, Miguel Angel Garcia Bordas
    228-245
    DOI: https://doi.org/10.22481/praxisedu.v15i35.5679

  • O LETRAMENTO ESTÉTICO NA CONSOLIDAÇÃO DA LEITURA E DA ESCRITA DE JOVENS E ADULTOS CAMPONESES

    Gustavo Cunha de Araújo, José Carlos Miguel, Edimila Matos da Silva
    246-272
    DOI: https://doi.org/10.22481/praxisedu.v15i35.5703

  • TEACHERS TRAINING IN NORTHEAST PUBLIC UNIVERSITIES: GENDER AS DEMOCRATIC RESISTANCE IN THE CURRICULUMS

    Camila dos Passos Roseno, Daniela Auad
    273-292
    DOI: https://doi.org/10.22481/praxisedu.v15i35.5682

  • NARRATIVES OF WOMEN PRISONERS ON THE TIME LIVED IN THE CARCERARY ENVIRONMENT: BETWEEN CHRONOS AND KAIRÓS

    Maria Sandra Montenegro, Márcia Regina Barbosa, Joaquim Luis Medeiros Alcoforado
    293-309
    DOI: https://doi.org/10.22481/praxisedu.v15i35.5683

  • IN PURSUIT OF CONSENSUS: “THE NEW HIGH SCHOOL”, ORGANIC INTELLECTUALS AND HEGEMONY

    Vinícius de Oliveira Bezerra, Silvia Helena Andrade de Brito
    310-328
    DOI: https://doi.org/10.22481/praxisedu.v15i35.5684

  • CLASS COUNCIL AND PEDAGOGICAL PRACTICES IN THE TECHNICAL COURSES INTEGRATED TO HIGH SCHOOL – IFRO

    Andréia Paro do Nascimento, Juracy Machado Pacífico
    329-351
    DOI: https://doi.org/10.22481/praxisedu.v15i35.5685

  • AS POLICES FOR TEACHER EDUCATION: WHAT HAVVE ACHIEVED?

    Alexandre de Oliveira Ferreira, Wilson Honorato Aragão, Wellingta Magnólia L.L. Andrade
    352-371
    DOI: https://doi.org/10.22481/praxisedu.v15i35.5686

  • EDUCATIONAL PRACTICES AND IDENTITY TRAINING FROM FACEBOOK INFLUENCE: A STUDY WITH ADOLESCENTS FROM A PUBLIC SCHOOL INSIDE CEARÁ, BRAZIL

    Karla Renata de Aguiar Muniz, Antônio Roberto Xavier, José Rogério Santana
    372-388
    DOI: https://doi.org/10.22481/praxisedu.v15i35.5687

  • UNIVERSITY MANAGEMENT: LIMITS AND PERSPECTIVES IN COLLEGIATE BODY OF A GRADUATION COURSE

    Emanuelly Cristhiny Santana, Tania da Costa Fernandes
    389-406
    DOI: https://doi.org/10.22481/praxisedu.v15i35.5688

  • THE INTELLECTUAL THEME IN WRITING THE HISTORY OF EDUCATION

    Joaquim Tavares da Conceição, Laísa Dias Santos
    407-425
    DOI: https://doi.org/10.22481/praxisedu.v15i35.5689

  • BRAZILIAN HIGHER EDUCATION AND PRODUCTIVE RESTRUCTURING: REFLECTIONS IN THE DCN OF ENGINEERING COURSES

    Luciléa Santos Ayres da Silva, Arthane Menezes Figueirêdo
    426-443
    DOI: https://doi.org/10.22481/praxisedu.v15i35.5690

  • A MUSIC IN CHILD EDUCATION: (RE) DISCOVERING SENSES

    Adilson Cristiano Habowski, Elaine Conte
    444-469
    DOI: https://doi.org/10.22481/praxisedu.v15i35.5691

  • "THE COMMENTS THAT WERE VALID": LITERACY PRACTICES AND HETERONORMATIVITY IN SOCIAL NETWORK

    Alexandre José Cadilhe, Roney Polato de Castro
    470-489
    DOI: https://doi.org/10.22481/praxisedu.v15i35.5693

  • THE TIME FOR ADDITIONAL ACTIVITIES AS A CRITICAL FORMATION AREA: LIMITS AND POSSIBILITIES

    Eduardo Lourenço dos Santos, Daisi Teresinha Chapani
    490-509
    DOI: https://doi.org/10.22481/praxisedu.v15i35.5694

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