Vol. 17 No. 45 (2021): Dossiê: Educação e cultura digital na Covid-19 (abr/jun)

View Vol. 17 No. 45 (2021): Dossiê: Educação e cultura digital na Covid-19 (abr/jun)
Published: 2021-04-01

Thematic dossier

  • Presentation of the themed issue: Education and digital culture at the Covid-19

    Emanuel do Rosário Santos Nonato, Mary Valda Souza Sales
    1-7
    DOI: https://doi.org/10.22481/praxisedu.v17i45.8308

  • Digital culture and digital teaching resources: an overview of teaching during the Covid-19 pandemics

    Emanuel do Rosário Santos Nonato, Mary Valda Souza Sales, Társio Ribeiro Cavalcante
    8-32
    DOI: https://doi.org/10.22481/praxisedu.v17i45.8309

  • Higher education in the context of the pandemic of COVID-19: an analytical report

    Lucila Pesce, Ana Maria Di Grado Hessel
    33-51
    DOI: https://doi.org/10.22481/praxisedu.v17i45.8323

  • The narrative of the relationship between the curriculum and digital culture during the pandemic - a post-graduate experience

    Maria Elizabeth Bianconcini de Almeida
    52-80
    DOI: https://doi.org/10.22481/praxisedu.v17i45.8324

  • Digital communication processes in the portuguese educational system in pandemic times

    Ana Nobre, Ana Mouraz, Maria de Fátima Goulão, Susana Henriques, Daniela Barros, José António Moreira
    81-99
    DOI: https://doi.org/10.22481/praxisedu.v17i45.8331

  • Professor’s digital competences in pandemic times: Digcompedu self-assessment analysis

    Sara Dias Trindade, Eniel do Espírito Santo
    100-116
    DOI: https://doi.org/10.22481/praxisedu.v17i45.8336

  • Inquiries in / with EJA in the context of the pandemic: an experience of a digital cultural circle

    Soraia Sales Baptista da Costa Machado, Graça dos Santos Costa, David Mallows, Patrícia Lessa Santos Costa
    117-136
    DOI: https://doi.org/10.22481/praxisedu.v17i45.8337

  • The teaching and learning dwelling in pandemic times and the virtuality of an OnLIFE education

    Eliane Schlemmer, Lisiane Cézar Oliveira, Janaína Menezes
    137-161
    DOI: https://doi.org/10.22481/praxisedu.v17i45.8339

  • Eventos científicos online: el caso de las lives en el contexto de la pandemia COVID-19

    Alice Maria Figueira Reis da Costa, Wallace Carriço de Almeida, Edméa Oliveira dos Santos
    162-177
    DOI: https://doi.org/10.22481/praxisedu.v17i45.8340

Artigos

  • Knowledge as a problem in the 21st century university

    José M. Bautista-Vallejo, Rafael M. Hernández-Carrera, Rodrigo Matos de Souza
    178-194
    DOI: https://doi.org/10.22481/praxisedu.v17i45.8343

  • Game mechanics for storytelling to support students with dyslexia: teachers and students’ perspectives

    Jailma do Socorro Uchôa Bulhões Campos, Ana Margarida Pisco Almeida
    195-218
    DOI: https://doi.org/10.22481/praxisedu.v17i45.8345

  • Teacher training in the education program: Reflections from the perspective of Unimontes graduates

    Cláudia Soares de Oliveira Braga, Eliana de Freitas Soares, Vera Lucia Felicetti
    219-238
    DOI: https://doi.org/10.22481/praxisedu.v17i45.8346

  • The epistemology of comparative physical education: applications and trends

    Adolfo Ramos Lamar, Eduardo Francisco Freyre Roach, Fabio Zoboli
    239-257
    DOI: https://doi.org/10.22481/praxisedu.v17i45.8214

  • Teaching training and the relationships of gender and sexuality in the Pedagogy course

    Nilson Sousa Cirqueira, José Valdir Jesus de Santana, Reginaldo Santos Pereira
    258-276
    DOI: https://doi.org/10.22481/praxisedu.v17i45.8348

  • Meanings of integrated high school: a case study at federal institute of northern Minas Gerais - IFNMG - campus Almenara

    Ronivaldo Ferreira Mendes, Welisson Marques
    277-295
    DOI: https://doi.org/10.22481/praxisedu.v17i45.6667

  • Accountability and modernization: “signs taken for wonders

    Juliana Camila Barbosa Mendes, Luciana Rosa Marques
    296-315
    DOI: https://doi.org/10.22481/praxisedu.v17i45.7012

  • Model analysis as a method of teaching mathematics in basic education

    Emerson Silva de Sousa
    316-337
    DOI: https://doi.org/10.22481/praxisedu.v17i45.7017

  • Keys in building knowledge of inclusive education

    Aldo Ocampo González
    338-356
    DOI: https://doi.org/10.22481/praxisedu.v17i45.8140

  • Modernization of the institute granting academic titles to scientific and pedagogical staff of the Russian Federation

    Sergey Alexandrovich Belousov, Alexander Yurievich Sokolov, Oleg Anatolievich Lakaev
    357-375
    DOI: https://doi.org/10.22481/praxisedu.v17i45.7210

  • Social inequalities and inclusion in education: experiences of the venezuelan resistance

    Samuel Hilcias Carvajal Ruiz , Eduardo José Villasmil
    376-390
    DOI: https://doi.org/10.22481/praxisedu.v17i45.8360

  • Education and struggle of landless workers as an expression of the contradictory

    Diogo Marques Tafuri
    391-410
    DOI: https://doi.org/10.22481/praxisedu.v17i45.6957

  • Conceptions of critical environmental education of teachers and the pedagogical articulator of a municipal school in the interior of Bahia

    Josiône de Oliveira Ramos, Silvana do Nascimento Silva
    411-427
    DOI: https://doi.org/10.22481/praxisedu.v17i45.6712

  • The problem solving in the São Paulo mathematical curriculum and in the caderno do aluno

    Daniela Zanardo Rossetto, Inocêncio Fernandes Balieiro Filho
    428-450
    DOI: https://doi.org/10.22481/praxisedu.v17i45.7060

  • Democratic education in “non-partisan school” times

    Charles Immianovsky, Rita de Cássia Marchi, Carla Carvalho
    451-471
    DOI: https://doi.org/10.22481/praxisedu.v17i45.7201

  • Arithmetic subtest: student performance with indications of discalculia of development

    Lanuzia Almeida Brum Avila, Isabel Cristina Machado de Lara
    472-490
    DOI: https://doi.org/10.22481/praxisedu.v17i45.7207

  • Do videos about science matter? A study with students from basic education

    Ademilson Leandro Correia, Wilmo Ernesto Francisco Junior
    491-510
    DOI: https://doi.org/10.22481/praxisedu.v17i45.6894

Entrevistas

  • Perspectives for the training of post-pandemic teachers: a dialogue

    Bernardete Angelina Gatti , Gisele Soares Lemos Shaw, Jocilene Gordiano Lima Tomaz Pereira
    511-535
    DOI: https://doi.org/10.22481/praxisedu.v17i45.8361