Vol. 19 No. 50 (2023): Edição 2023 de publicação em fluxo contínuo.

View Vol. 19 No. 50 (2023): Edição 2023 de publicação em fluxo contínuo.

Edição 2023 de publicação em fluxo contínuo.

Published: 2023-01-31

Artigos

  • Curricularization of university extension in the context of the social function of the university

    José Carlos Miguel
    e11534
    DOI: https://doi.org/10.22481/praxisedu.v19i50.11534

  • Non-formal education: towards an inclusive education

    Maria Conceição Pinto Antunes, Sara Daniela Fernandes
    e11319
    DOI: https://doi.org/10.22481/praxisedu.v19i50.11319

  • Human rights and discrimination: conceptions of students’ future education professionals

    Isabel Maria Esteves Silva Ferreira, Luisa Maria Serrano de Carvalho, Amélia de Jesus Gandum Marchão
    e11420
    DOI: https://doi.org/10.22481/praxisedu.v19i50.11420

  • Inclusive education and educational technologies: mediation and promotion of learning in remote education

    Fabíola Cadete Silva, Adelis Carvalho Costa Azevedo, Petronilha Morais Moreira Pereira, Ilka Márcia Ribeiro de Souza Serra
    e8746
    DOI: https://doi.org/10.22481/praxisedu.v19i50.8746

  • Investigative practices in the context of science clubs

    Maria Milena de Oliveira Abreu, Terezinha Valim Oliver Gonçalves
    e11612
    DOI: https://doi.org/10.22481/praxisedu.v19i50.11612

  • Blended hands-on teaching: learning with more active students

    José Armando Valente
    e11340
    DOI: https://doi.org/10.22481/praxisedu.v19i50.11340

  • Democratic management: articulations and contradictions in the school context

    Soane Santos Silva, Ennia Débora Passos Braga Pires, Hilheno Oliveiral Miranda
    e11736
    DOI: https://doi.org/10.22481/praxisedu.v19i50.11736

  • Foreground rebuilding: orchestring the future with teachers

    Juliane Claudia Piovesan, Lucí dos Santos Bernardi
    e11858
    DOI: https://doi.org/10.22481/praxisedu.v19i50.11858

  • Relationship between teachers’ emotions and teachers’ self-efficacy: a systematic review

    Camila Marta de Almeida, Sofia Freire
    e11511
    DOI: https://doi.org/10.22481/praxisedu.v19i50.11511

  • Ukrainian education during war: a scoping review

    Yuliia Nenko, Oksana Orendarchuk, Yurii Prysiazhniuk, Oleksandra Shevchenko
    e11951
    DOI: https://doi.org/10.22481/praxisedu.v19i50.11951

  • Professional practice and the invention of the school space in the Normal School of Bahia (1881-1930)

    Antonieta Miguel
    e11359
    DOI: https://doi.org/10.22481/praxisedu.v19i50.11359

  • Aspects considered by teachers in the elaboration of planning in kindergarten education

    Rosana Mara Koerner, Jane Tromm Stopa
    e11379
    DOI: https://doi.org/10.22481/praxisedu.v19i50.11379

  • Releasement as a determining feature in training in the technical era

    Raísla Girardi Rodrigues, Claudio Almir Dalbosco, Marcelo José Doro
    e11842
    DOI: https://doi.org/10.22481/praxisedu.v19i50.11842

  • Teaching profession in question: inhabiting university teaching practices in teacher education

    Fabrício Oliveira da Silva, Ana Carla Ramalho Evangelista Lima, André Ricardo Lucas Vieira
    e11576
    DOI: https://doi.org/10.22481/praxisedu.v19i50.11576

  • Teacher education in biological sciences and the legislation on teacher training: analysis of similarities and contrasts

    Obertal Almeida, Paulo Marcelo Teixeira
    e11122
    DOI: https://doi.org/10.22481/praxisedu.v19i50.11122

  • Pedagogical mediation in flipped learning: a systematic review of a pre-Covid-19 pandemic context

    Achilles Alves de Oliveira, Yara Fonseca de Oliveira e Silva
    e11883
    DOI: https://doi.org/10.22481/praxisedu.v19i50.11883

  • Displacements of time/space in education: the construction of comprehensive subjectivities

    Rochele da Silva Santaiana, Viviane Castro Camozzato
    e10998
    DOI: https://doi.org/10.22481/praxisedu.v19i50.10998

  • For an (un) sustainable education: reflections since our citizen constitution until the current days

    Avelar Luiz Bastos Mutim, Fabiana Andrade Santos
    e11148
    DOI: https://doi.org/10.22481/praxisedu.v19i50.11148

  • Assistive technologies: resources for visually and hearing impaired people

    Letícia Aparecida Alves de Lima, André Luiz Moscaleski Cavazzani, Marcus Vinicius Gonçalves da Silva
    e11455
    DOI: https://doi.org/10.22481/praxisedu.v19i50.11455

  • Youth and field education: An analysis of research carried out in Brazil from 2002 to 2022

    Lia Machado dos Santos, Luci Mary Duso Pacheco
    e11278
    DOI: https://doi.org/10.22481/praxisedu.v19i50.11278

  • Balance of knowledge about integral education in the West of Pará

    Leandro Sartori, Maria Lilia imbiriba Sousa Colares
    e12231
    DOI: https://doi.org/10.22481/praxisedu.v19i50.12231

  • The emergence and standardization of literacy methodologies in Brazil

    Iloni Frey Manfroi, Patrícia Gräff
    e11533
    DOI: https://doi.org/10.22481/praxisedu.v19i50.11533

  • An analysis of the research projects awarded in FECIBA starting from consensual aspects of the nature of the science

    Flávio dos Santos Souza, Sergio Luiz Bragatto Boss
    e11465
    DOI: https://doi.org/10.22481/praxisedu.v19i50.11465

  • Sexuality, biopower and government: actions in the pedagogical political project of a medical course

    Fabíola Jundurian Bolonha
    e13166
    DOI: https://doi.org/10.22481/praxisedu.v19i50.13166

  • Trajectories of the institutionalization of assistance politics: identifying neoliberal governmentality as a discourse

    Maria Janete de Lima
    e13018
    DOI: https://doi.org/10.22481/praxisedu.v19i50.13018

  • Historical-dialectic materialism: reflections on the method

    Ilda Gonçalves Batista, Maria Sueli Correa dos Prazeres
    e11958
    DOI: https://doi.org/10.22481/praxisedu.v19i50.11958

  • Professional trajectory of experienced mathematics teachers in the search for teaching professionalization

    Julio Cezar Rodrigues de Oliveira, Márcia Cristina de Costa Trindade Cyrino
    e11645
    DOI: https://doi.org/10.22481/praxisedu.v19i50.11645

  • Critical meaningful learning in mathematical modeling activities: possibilities and challenges

    Aldo Peres Campos e Lopes
    e12287
    DOI: https://doi.org/10.22481/praxisedu.v19i50.12287

  • From the morden subject to the self-entrepreneur: productions, knowledge and corrosions in a brief ontology of ourselves

    Lucas de Oliveira Carvalho, Dinamara Garcia Feldens
    e12979
    DOI: https://doi.org/10.22481/praxisedu.v19i50.12979

  • Concept of function and initial teacher education: a systematic literature review

    Caroline Miranda Pereira Lima, Vinícius Pazuch
    e11393
    DOI: https://doi.org/10.22481/praxisedu.v19i50.11393

  • Reflections on the indicative method and its use in graduate programs in history and education in Brazil

    Nara Lidiana Silva Dias Carlos, Joelma Tito da Silva, Lenina Lopes Soares Silva, Olívia Morais de Medeiros Neta
    e12937
    DOI: https://doi.org/10.22481/praxisedu.v19i50.12937

  • Narratives of pedagogy students: unveiling formative experiences

    Ana Paula de Freitas, Teresa Sarmento
    e12328
    DOI: https://doi.org/10.22481/praxisedu.v19i50.12328

  • Ebós of knowledge: crossing pedagogy and opening paths to decoloniality

    Belijane Marques Feitosa
    e12963
    DOI: https://doi.org/10.22481/praxisedu.v19i50.12963

  • Inclusion of children with autism: perspectives on an intervention at school

    Ane Cristine Herminio Cunha
    e12943
    DOI: https://doi.org/10.22481/praxisedu.v19i50.12943

  • Continuing education of in-service teachers: report of an experienced practice

    Marcia Pick, Maria Teresa Ceron Trevisol
    e11998
    DOI: https://doi.org/10.22481/praxisedu.v19i50.11998

  • Pibid: new proposal, old ideas

    João Manoel Nascimento dos Santos, Grace Bungenstab Alves
    e12272
    DOI: https://doi.org/10.22481/praxisedu.v19i50.12272

  • Neoliberalism and contemporary school: a problematization of the Conta para Mim program

    Marli Pardo Legemann Oliveira, Mara Elaine de Lima Elias, Betina Schuler
    e12319
    DOI: https://doi.org/10.22481/praxisedu.v19i50.12319

  • Entrepreneurship since childhood: ways to govern life?

    Ademir Henrique Manfré
    e11614
    DOI: https://doi.org/10.22481/praxisedu.v19i50.11614

  • The other school: lessons from latin american experiences from an agroecological perspective

    Olga Evelyn Domené-Painenao, Amparo Albalat-Botana, Limbania Vázquez-Nava
    e13699
    DOI: https://doi.org/10.22481/praxisedu.v19i50.13699

  • Formative col@b and its potentialities in teacher education with digital cultures

    Sandra Virginia Correia de Andrade Santos, Simone de Lucena
    e13084
    DOI: https://doi.org/10.22481/praxisedu.v19i50.13084

  • Thinking Routines for training visual art teachers

    Rachel de Sousa Vianna
    e12499
    DOI: https://doi.org/10.22481/praxisedu.v19i50.12499

  • Study of experiences: another way of researching

    Elinaldo Menezes Braga, Marizete Lucini
    e13004
    DOI: https://doi.org/10.22481/praxisedu.v19i50.13004

  • Democratization of school management: essential pillar for developing the quality of public education

    Maria Anita Vieira Lustosa Kaczan, Tânia Serra Azul Machado Bezerra, Edite Colares Oliveira
    e14021
    DOI: https://doi.org/10.22481/praxisedu.v19i50.14021

  • The symptom of digital exclusion in the covid-19 pandemic: a diagnosis in field rural education of Sergipe

    Marilene Santos, Mônica Andrade Modesto
    e13582
    DOI: https://doi.org/10.22481/praxisedu.v19i50.13582

  • Game studies and game-based approaches in the educational context

    Eduardo Lorini Carneiro, Luciana Backes
    e11773
    DOI: https://doi.org/10.22481/praxisedu.v19i50.11773

  • Cinema/movies in the educational context to problematize issues related to fat body stigma

    Maria Edivania Alves dos Santos, Cristiano Mezzaroba
    e12220
    DOI: https://doi.org/10.22481/praxisedu.v19i50.12220

  • Pedagogical documentation as ways to train: internship records in early childhood education

    Lúcia Gracia Ferreira, Roselane Duarte Ferraz
    e14210
    DOI: https://doi.org/10.22481/praxisedu.v19i50.14210

Seção Temática

  • Decolonize the people to decolonize education systems: between the cracks and seeding

    Angelo Dantas de Oliveira, Antônio Dias Nascimento, Tânia Maria Hetkowski
    e12042
    DOI: https://doi.org/10.22481/praxisedu.v19i50.12042

  • Decolonize the languages of the powers

    Miguel Alberto González González, José González-Monteagudo
    e11997
    DOI: https://doi.org/10.22481/praxisedu.v19i50.11997

  • Decolonization or cultural and educational identity construction?

    Roberto Nasimbera Limido
    e11999
    DOI: https://doi.org/10.22481/praxisedu.v19i50.11999

  • Art and uncolonizing aesthetics: a dialogue from the coloniality of seeing

    Franciele Clara Peloso, João Colares da Mota Neto, Érico Ribas Machado
    e12049
    DOI: https://doi.org/10.22481/praxisedu.v19i50.12049

  • Community-intersubjectivity and liberating education: conscientization in the critical-symmetric community

    José Edemilson Pereira dos Anjos, Luciano Costa Santos
    e12050
    DOI: https://doi.org/10.22481/praxisedu.v19i50.12050

  • Teaching the ancient history of Abya Yala from the paradigm of liberation

    Gabriel Herrera Salazar
    e11996
    DOI: https://doi.org/10.22481/praxisedu.v19i50.11996

  • The thinking of José Carlos Mariátegui (1895-1930) and indigenous struggles in contemporary Brazil

    Tanise Baptista de Medeiros, Magali Mendes de Menezes
    e12048
    DOI: https://doi.org/10.22481/praxisedu.v19i50.12048

  • Contemporaneity: education, modernity and postmodernity

    Bernardete Angelina Gatti
    e11995
    DOI: https://doi.org/10.22481/praxisedu.v19i50.11995

  • Crítical pedagogies: the challenge of formation rebel subjectivities

    Luis Rigal, Sabrina Zinger, Patricia Evangelina Patagua
    e12043
    DOI: https://doi.org/10.22481/praxisedu.v19i50.12043

  • The sovereignty of the charge: resposibility in Dussel and Ellacuría.implications for a world politics

    Enrique Téllez Fabiani
    e12002
    DOI: https://doi.org/10.22481/praxisedu.v19i50.12002

  • Institutional racism, whiteness and selective reactive management: challenges for the implementation of an affirmative university environment

    Yone Maria Gonzaga
    e12047
    DOI: https://doi.org/10.22481/praxisedu.v19i50.12047

  • Transvestites and transsexuals in public universities: reflections on access and permanence

    Isis Valentina Inácio Borges, José Lucas Pedreira Bueno
    e12044
    DOI: https://doi.org/10.22481/praxisedu.v19i50.12044

  • Latin America and the producción of scientific articles: un uneven and asymmetric

    Tulio Ramírez, Audy Salcedo
    e12001
    DOI: https://doi.org/10.22481/praxisedu.v19i50.12001

Resenhas

  • The contributions of the ontological approach of the scientific method

    Liliane Santos Tobias
    e11962
    DOI: https://doi.org/10.22481/praxisedu.v19i50.11962

Essay

  • The education of attention according to Tim Ingold: an ontological commitment to life

    Elder Silva Correia, Fabio Zoboli
    e12666
    DOI: https://doi.org/10.22481/praxisedu.v19i50.12666

  • Teaching intervention: towards contextualized and reflective teaching

    Giovana Cristina Zen
    e14121
    DOI: https://doi.org/10.22481/praxisedu.v19i50.14121