Vol. 17 No. 46 (2021): Dossiê formação de professores: projetos em disputa

View Vol. 17 No. 46 (2021): Dossiê formação de professores: projetos em disputa

Dossiê temático - Formação de professores: projetos em disputa. 

Published: 2021-07-01

Thematic dossier

  • Presentation of the themed issue teacher training: dispute projects

    Márcia de Souza Hobold, Isabel Maria Sabino de Farias
    1-8
    DOI: https://doi.org/10.22481/praxisedu.v17i46.8912

  • The "serpent's egg" in teaching education: the paulista guidelines as the pillar of the national counter-reform

    Nilson de Souza Cardoso, Sueli Guadelupe de Lima Mendonça, Isabel Maria Sabino de Farias
    9-34
    DOI: https://doi.org/10.22481/praxisedu.v17i46.8913

  • Curricular and teacher education standardization: challenges of teacher education post BNCC

    Álvaro Moreira Hypolito
    35-52
    DOI: https://doi.org/10.22481/praxisedu.v17i46.8915

  • New attempt to standardize teacher education curricula in Brazil: the “BNC-formação”

    Júlio Emílio Diniz-Pereira
    53-71
    DOI: https://doi.org/10.22481/praxisedu.v17i46.8916

  • National curriculum guidelines for initial teacher training: standardize to control?

    Margareth Fadanelli Simionato, Márcia de Souza Hobold
    72-88
    DOI: https://doi.org/10.22481/praxisedu.v17i46.8917

  • Projects in dispute in defining policies on teacher training for basic education

    Kátia Augusta Curado Pinheiro Cordeiro da Silva, Shirleide Pereira da Silva Cruz
    89-104
    DOI: https://doi.org/10.22481/praxisedu.v17i46.8918

  • Conjuncturel and structural crisis of capitalism: fight for the common national base in the formation of ANFOPE teachers

    Celi Nelza Zulke Taffarel, Marize Souza Carvalho
    105-126
    DOI: https://doi.org/10.22481/praxisedu.v17i46.8919

  • The advancement of the neoliberal project inguidelines for teacher training in Brazil

    Eliana da Silva Felipe, Emmanuel Ribeiro Cunha, Ana Rosa Peixoto de Brito
    127-151
    DOI: https://doi.org/10.22481/praxisedu.v17i46.8920

  • The insert of the terminology “right to learning” in the legal framework of teacher training

    Andréia Nunes Militão
    152-176
    DOI: https://doi.org/10.22481/praxisedu.v17i46.8921

  • The knowledge in the initial teacher training under the magnifier: disputes in Argentina of the 21st century

    Alejandra Birgin, Luciano De Marco
    177-201
    DOI: https://doi.org/10.22481/praxisedu.v17i46.8922

  • The return of indefinitions on teacher training: among disputes, denials and resistance

    Mark Clark Assen de Carvalho
    202-215
    DOI: https://doi.org/10.22481/praxisedu.v17i46.8923

  • 2019 national guidelines for teacher training: tensions and perspectives on Pedagogy course

    Ângela Maria Silveira Portelinha
    216-236
    DOI: https://doi.org/10.22481/praxisedu.v17i46.8925

Artigos

  • Through the gates: education in the terreiros or what the school could learn

    Verônica Kimura, Geovana Mendonça Lunardi Mendes
    237-251
    DOI: https://doi.org/10.22481/praxisedu.v17i46.8678

  • The pedagogue, by Clemente de Alexandria: unique features of christian education in the ancient world

    Edmilson Menezes, Maria Lenilda Caetano França
    252-274
    DOI: https://doi.org/10.22481/praxisedu.v17i46.8850

  • Cartography of intensities: research and method in schizoanalysis

    Domenico Hur
    275-292
    DOI: https://doi.org/10.22481/praxisedu.v17i46.8392

  • Educational intervention in nutritional health for public school children educators: an evaluative study

    Luiz Felipe de Paiva Lourenção, Míriam Monteiro de Castro Graciano , Paula Ribeiro Santos, Izabela Regina Cardoso de Oliveira , Stela Márcia Pereira-Dourado
    293-314
    DOI: https://doi.org/10.22481/praxisedu.v17i46.8426

  • "Being a chemistry teacher is": perceptions about teaching and its social role

    Michele Marcelo Silva Bortolai, Rafaela Santos Lima, Franklin Kaic Dutra-Pereira
    315-333
    DOI: https://doi.org/10.22481/praxisedu.v17i46.8653

  • The viralization of online education: the learning beyond of the new coronavirus pandemic

    Mirian Maia do Amaral, Tatiana Stofella Sodré Rossini, BR, Edméa Oliveira Santos, BR
    334-355
    DOI: https://doi.org/10.22481/praxisedu.v17i46.6825

  • Well-being, development and organized activities: a study with adolescents students

    Nuno Archer de Carvalho, Feliciano Henriques Veiga
    356-373
    DOI: https://doi.org/10.22481/praxisedu.v17i46.7114

  • University teaching in the last ten years: indications for a post- pandemic context

    Nathali Gomes Silva, Maria da Conceição Carrilho de Aguiar
    374-396
    DOI: https://doi.org/10.22481/praxisedu.v17i46.6764

  • The school in the spotlight: documentary research and juveniles narratives in focus

    Eduardo Antonio de Pontes Costa, Rosângela Lopes da Silva
    397-419
    DOI: https://doi.org/10.22481/praxisedu.v17i46.6854

  • The movement of a professional ethos in a training curriculum in Physical Education

    Glaurea Nádia Borges de Oliveira, Marcos Garcia Neira
    420-440
    DOI: https://doi.org/10.22481/praxisedu.v17i46.8667

  • Seed pedagogics of the zapatista movement: emergence of a political collective subject

    Charlotte Marie Sáenz Boldt, Lia Pinheiro Barbosa, Tania Cruz Salazar
    441-464
    DOI: https://doi.org/10.22481/praxisedu.v17i46.8492

  • Examining officers’ readiness for foreign language intercourse in international operations

    Yuliia Nenko, Viktoriia Yaryhina, Valentyn Vorona
    465-487
    DOI: https://doi.org/10.22481/praxisedu.v17i46.8816

  • Teacher education from including practices and universal design for learning

    Adriana de Jesus Arroio Agostini, Elizabete Cristina Costa Renders
    488-505
    DOI: https://doi.org/10.22481/praxisedu.v17i46.8759

  • Analysis of the oral arguments of the PNEE -2020 direct unconstitutionality action

    Luiz Renato Martins da Rocha, Norma Abreu e Lima Maciel de Lemos Vasconcelos, Eniceia Gonçalves Mendes, Cristina Broglia Feitosa de Lacerda
    506-527
    DOI: https://doi.org/10.22481/praxisedu.v17i46.8857

Resenhas

  • Book review “Teacher preparation in Scotland”

    Amanda Oliveira Rabelo
    528-537
    DOI: https://doi.org/10.22481/praxisedu.v17i46.8713