Vol. 16 No. 39 (2020): Formação Docente, Práticas Pedagógicas e Relações Raciais e de Gênero (abr/jun)

View Vol. 16 No. 39 (2020): Formação Docente, Práticas Pedagógicas e Relações Raciais e de Gênero (abr/jun)
Published: 2020-04-01

Páginas iniciais

Editorial

Thematic dossier

Artigos

  • EDUCATING FOR SOCIAL JUSTICE IN A POST-DIGITAL ERA

    Paulo Boa Sorte, Cristiane Vicentini
    199-216
    DOI: https://doi.org/10.22481/praxisedu.v16i39.6374

  • QUANTITATIVE AND QUALITATIVE COMPONENTS AND INDICATORS OF PRODUCTIVITY IN EDUCATIONAL CENTERS

    Amir Hassan Talebian, Gholamreza Vaisi, Seifollah Fazl Ellahi
    217-237
    DOI: https://doi.org/10.22481/praxisedu.v16i39.6375

  • THE CONVERGING POINTS AMONG THE THEORISTS OF RURAL EDUCATION

    Heloisa da Silva Borges, Bianca da Silva Oliveira
    238-258
    DOI: https://doi.org/10.22481/praxisedu.v16i39.6376

  • THE DEVELOPMENT OF LOGICAL THINKING IN JUNIOR STUDENTS THROUGH PROJECT-BASED LEARNING

    A. Zh. Ovchinnikova, B. N. Lazarev, M. V. Lazareva, I. V. Tigrova
    259-280
    DOI: https://doi.org/10.22481/praxisedu.v16i39.6377

  • AN INTERVENTION IN EDUCATIONAL MATHEMATICS WITH A FOCUS ON TEACHER EDUCATOR PRACTICES THROUGH GENERALIZING AND PARTICULARIZING TASKS

    Victoria Mesa, Verónica Molfino, Cristina Ochoviet
    281-297
    DOI: https://doi.org/10.22481/praxisedu.v16i39.6378

  • RISK MANAGEMENT AND FINANCING OF HIGHER EDUCATION INNOVATIVE DEVELOPMENT UNDER THE CIVILIZATIONAL CHANGES

    Natalia Polischuk, Yaroslav Kichuk, Oleksandra Laktionova, Oleksandr Kalinin, Maksim Maltsev
    298-317
    DOI: https://doi.org/10.22481/praxisedu.v16i39.6379

  • THE USE OF PRACTICAL CLASSES IN SCIENCE TEACHING: CHALLENGES AND POSSIBILITIES

    Fernando Rodrigo Bertusso, Marcela Moreira Terhaag, Vilmar Malacarne
    318-336
    DOI: https://doi.org/10.22481/praxisedu.v16i39.6380

  • PRINCIPLES OF HIGHER EDUCATION DEVELOPMENT IN WORKS OF RUSSIAN PHILOSOPHERS AND SCIENTISTS OF 20TH CENTURY

    Olga A. Volnyakova, Oleg G. Arapov, Elmira A. Arapova, Denis V. Solodukhin
    337-355
    DOI: https://doi.org/10.22481/praxisedu.v16i39.6381

  • STUDY ABOUT THE APPRECIATION OF TEACHING FROM THE CONTINUOUS TRAINING OF TEACHERS WHO WORK IN ELEMENTARY EDUCATION IN THE PUBLIC AND PRIVATE NETWORK OF SERGIPE

    Luiz Anselmo Menezes Santos, Sirleia Pereira Silva Gomes, Jorge Luis Santana Luduvice
    356-378
    DOI: https://doi.org/10.22481/praxisedu.v16i39.6382

  • A INTEGRAL EDUCATION IN THE WEST OF PARÁ: THE STATE OF KNOWLEDGE FROM PPGE-UFOPA DISSERTATIONS

    Nirlanda Figueiredo da Silva, Maria Lília Imbiriba Sousa Colares
    379-394
    DOI: https://doi.org/10.22481/praxisedu.v16i39.6386

  • CRENÇAS DE PROFESSORES SOBRE AS HABILIDADES NO CONTEXTO ESCOLAR E A TEORIA HISTÓRICO CULTURAL

    Isauro Beltrán Núñez, Magda Maria Pinheiro de Melo
    395-420
    DOI: https://doi.org/10.22481/praxisedu.v16i39.5129

  • MAYAN IDENTITY AND SPIRITUALITY IN THE U YITS KA'AN ECOLOGICAL AGRICULTURE SCHOOL IN MANÍ, YUCATÁN, MÉXICO

    Rosa López Valentín, Peter Michael Rosset, Carla Beatriz Zamora Lomelí, Omar Felipe Giraldo Palacio, María Virginia González Santiago
    450-472
    DOI: https://doi.org/10.22481/praxisedu.v16i39.6295

  • PRIVATIZATION POLICIES IN PUBLIC EDUCATION AND THE ACTION OF PRIVATE EDUCATIONAL GROUPS

    Thais Godoi Souza, Jani Alves da Silva Moreira
    421-449
    DOI: https://doi.org/10.22481/praxisedu.v16i39.4779

  • THEY HAVE NEVER DREAMED OF US: POLITICS AND POETICS OF RESISTANCE

    Debora Breder, Letícia Hermont Loures Valle, Maria Paula Eppinghaus de Figueiredo
    473-495
    DOI: https://doi.org/10.22481/praxisedu.v16i39.5217

  • THE MEDIATION OF THE LOGICAL-MATHEMATICAL PROCESSES IN CHILDREN IN PRE-SCHOOL AGE: A CASE STUDY

    MARIA MARGARITA VILLEGAS, Fredy Enrique GONZÁLEZ, Dr.
    473-496
    DOI: https://doi.org/10.22481/praxisedu.v16i39.5325

  • THE QUILOMBOLA COMMUNITY OF QUEIMADAS: THE STRUGGLE FOR THE RECOGNITION AND VALUATION OF MEMORY / HISTORY

    Hayla Fernanda Moura Lima, Dinalva de Jesus Santana Macêdo
    520-542
    DOI: https://doi.org/10.22481/praxisedu.v16i39.6407

  • PROFESSIONAL EDUCATION INCLUSIVE FROM THE PERCEPTION OF TEACHERS OF THE IFRN CAMPUS APODI

    Jordana Tavares de Lira, Adriane Cenci
    543-564
    DOI: https://doi.org/10.22481/praxisedu.v16i39.6408