Vol. 17 No. 48 (2021): Issue - Research in education: approaches in Portugal and Brazil

View Vol. 17 No. 48 (2021): Issue - Research in education: approaches in Portugal and Brazil
Published: 2021-09-01

Thematic dossier

  • Presentation of the themed issue Research in education: approaches in Portugal and Brazil

    Nilma Margarida de Castro Crusoé , Patricia Sá
    1-16
    DOI: https://doi.org/10.22481/praxisedu.v17i48.9451

  • Action research and content analysis: case in teacher education

    Ana Luísa Rodrigues
    17-39
    DOI: https://doi.org/10.22481/praxisedu.v17i48.8796

  • Post-qualitative research and ethical responsibility: notes on a phantasmatic ethnography

    Elizabeth Fernandes de Macedo, Paulo de Tássio Borges da Silva
    40-59
    DOI: https://doi.org/10.22481/praxisedu.v17i48.8902

  • Assumptions for the preparation of an experience report as scientific knowledge

    Ricardo Fraklin de Freitas Mussi, Fabio Fernandes Flores, Cláudio Bispo de Almeida
    60-77
    DOI: https://doi.org/10.22481/praxisedu.v17i48.9010

  • Afro diasporic female memory as a methodology for research in education

    Cecilia Conceição Moreira Soares, Grácia Lorena da Silva Jorge
    78-94
    DOI: https://doi.org/10.22481/praxisedu.v17i48.9269

  • The shutzian phenomenological approach and its application in understanding the pedagogical practice of the final years of fundamental education

    Isamary Roberta Ferreira Cézar, Nilma Margarida de Castro Crusoé
    95-113
    DOI: https://doi.org/10.22481/praxisedu.v17i48.9238

  • Why is affect important to politics? Theoretical-strategic implications

    Veronica Borges de Oliveira, Alice Casimiro Lopes
    114-135
    DOI: https://doi.org/10.22481/praxisedu.v17i48.8939

  • Educational research and the policy cycle approach: a research experience

    Ana de Fátima Pereira de Sousa Abranches, Danielle Silva da Rocha Correia
    136-158
    DOI: https://doi.org/10.22481/praxisedu.v17i48.9011

  • Competences for education for sustainability: analysis of educational policy documents in Portugal

    Patrícia Sá, Ana Isabel Andrade, Jane Machado, Cristina Sá
    159-177
    DOI: https://doi.org/10.22481/praxisedu.v17i48.8848

  • Archeology as methodology and biopolitics as speech

    Guilherme Augusto Rezende Lemos
    178-195
    DOI: https://doi.org/10.22481/praxisedu.v17i48.8946

  • Sustainability of research in education: from conception to implementation of a framework

    Cecília Guerra
    196-212
    DOI: https://doi.org/10.22481/praxisedu.v17i48.8819

  • Geosciences education and sustainable development: conception and validation of questionnaires

    Patrícia João, Ana V. Rodrigues, Maria Helena Henriques
    213-233
    DOI: https://doi.org/10.22481/praxisedu.v17i48.8810

  • Opening paths for research in education:design-based research

    Ana Nobre, Isabelle Martin-Fenandes
    234-254
    DOI: https://doi.org/10.22481/praxisedu.v17i48.8821

  • Strategies for the use of visual representations in the analysis of qualitative data in QDAS

    Luiz Rafael dos Santos Andrade, Ronaldo Nunes Linhares, António Pedro Costa
    255-276
    DOI: https://doi.org/10.22481/praxisedu.v17i48.8807

  • Systematic review of the literature on digital curatorship with the support of digital tools

    Katia Alexandra de Godoi e Silva, António Pedro Costa
    277-300
    DOI: https://doi.org/10.22481/praxisedu.v17i48.8809

Artigos

  • Teacher education early career: narratives of professionals from the public network of Jaraguá-GO

    Hortencia Matias de Castro, José Carlos Moreira de Souza
    301-325
    DOI: https://doi.org/10.22481/praxisedu.v17i48.8439

  • Caring and educating at the nursery: pedagogical planning and the performance of class aid

    Livia Karen Figueredo de Jesus, Karina de Oliveira Santos Cordeiro
    326-345
    DOI: https://doi.org/10.22481/praxisedu.v17i48.8640

  • Research on natural sciences in the common national curricular base: a recent map

    Kleyane Morais Veras, Maria Marina Dias Cavalcante, Luciana de Oliveira Souza Mendonça, Ivo Batista Conde
    346-364
    DOI: https://doi.org/10.22481/praxisedu.v17i48.8757

  • Feminisms, transfeminisms and sociopolitical praxis in the world march of women/Brazil

    Maria Helena Santana Cruz, Ana Paula Leite Nascimento
    365-391
    DOI: https://doi.org/10.22481/praxisedu.v17i48.8952

  • Professional training of educator Maria Lília Imbiriba Sousa Colares

    Lia Machado Fiuza Fialho, Scarlett O’hara Costa Carvalho, Francisca Mayane Benvindo dos Santos, Arliene Stephanie Menezes Pereira
    392-415
    DOI: https://doi.org/10.22481/praxisedu.v17i48.9387

  • The epistemological debate of physical education in postgraduate education programs in Brazil

    Silas Alberto Garcia, Gabriel Carvalho Bungenstab
    416-433
    DOI: https://doi.org/10.22481/praxisedu.v17i48.9032

  • Democratic management of public schools based on the monitoring of PEE in the state of Maranhão

    Alexandre Verde, Francisca das Chagas Silva Lima
    434-455
    DOI: https://doi.org/10.22481/praxisedu.v17i48.9124

  • Cartography and environmental rationality: in search of overcoming the instrumental rationality

    Celeste Dias Amorim, Luis Artur de Santos Cestari
    456-475
    DOI: https://doi.org/10.22481/praxisedu.v17i48.9168

  • Initiatives to promote discussions on gender and sexual diversity in the academic context: a comparative study

    Alfrancio Ferreira Dias, José Paulo Gomes Brazão
    476-493
    DOI: https://doi.org/10.22481/praxisedu.v17i48.9502

  • Rural education in a historiographical perpspective in journals on the History of Education

    André Luiz Batista da Silva, Maria Antônia de Souza
    494-516
    DOI: https://doi.org/10.22481/praxisedu.v17i48.8861

  • The (new) high school in the students' view: traces of neoliberal rationality

    Gicele Weinheimer, Fernanda Wanderer
    517-535
    DOI: https://doi.org/10.22481/praxisedu.v17i48.9086

Resenhas

  • Contributions of Michel Pêcheux to language scholars in “semantics and discourse”

    Juan Monteiro
    536-540
    DOI: https://doi.org/10.22481/praxisedu.v17i48.9327