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Vol. 38 No. 2 (2012)
Vol. 38 No. 2 (2012)
Published:
2012-06-01
Editorial
Editorial
Lúcia Bruno
279-285
PDF (Portuguese)
PDF
DOI:
https://doi.org/10.1590/S1517-97022012000200001
Articles
The classroom was my world: the teaching career in São Paulo (1920-1950)
Wiara Rosa Rios Alcântara
289-305
PDF (Portuguese)
DOI:
https://doi.org/10.1590/S1517-97022012000200002
The transition process towards a critical-phenomenological consciousness of the teaching profession
Marcela Gaete Vergara, Abelardo Castro Hidalgo
308-322
PDF (Spanish)
DOI:
https://doi.org/10.1590/S1517-97022012000200003
The triangle of teacher education: its players and configurations
Flavia Medeiros Sarti
323-338
PDF (Portuguese)
DOI:
https://doi.org/10.1590/S1517-97022012000200004
Teachers' pay in Brazil: an outlook from the Annual List of Social Information (RAIS)
Maria Dilnéia Espíndola Fernandes, Andrea Barbosa Gouveia, Élcio Gustavo Benini
339-356
PDF (Portuguese)
PDF
DOI:
https://doi.org/10.1590/S1517-97022012000200005
Occupational stress and the change to the Portuguese Statute of the Teaching Career
A. Rui Gomes, Ana Peixoto, Rute Pacheco, Maria Silva
357-372
PDF (Portuguese)
DOI:
https://doi.org/10.1590/S1517-97022012005000008
Three generations of assessments of basic education in Brazil: interfaces with the curriculum in/of the school
Alicia Bonamino, Sandra Zákia Sousa
373-388
PDF (Portuguese)
PDF
DOI:
https://doi.org/10.1590/S1517-97022012005000006
Teacher of higher education: the view from the narratives of graduate students in Chemistry
Ana Luiza de Quadros, Dayse Carvalho da Silva, Fernando César Silva, Gilson de Freitas Silva, Sheila Rodrigues Oliveira, Frank Pereira de Andrade, Juliana Cristina Tristão, Leandro José Santos, Helga Gabriela Aleme
389-402
PDF (Portuguese)
DOI:
https://doi.org/10.1590/S1517-97022012000200008
Teaching through problems: an approach to student development
Raquel Aparecida Marra da Madeira Freitas
403-418
PDF (Portuguese)
DOI:
https://doi.org/10.1590/S1517-97022011005000011
Dialogue, agency and experiential learning in international camps
Claudio Baraldi
419-436
PDF
PDF (Portuguese)
DOI:
https://doi.org/10.1590/S1517-97022011005000006
Education outdoors through adventure: learning moral values in nature expeditions
Flavio Theodor Kunreuther, Osvaldo Luiz Ferraz
437-454
PDF (Portuguese)
DOI:
https://doi.org/10.1590/S1517-97022012005000007
Moral education: the learning and teaching of justice in school
Adriana Müller, Heloisa Moulin de Alencar
453-468
PDF (Portuguese)
DOI:
https://doi.org/10.1590/S1517-97022012000200012
Agroecology, sustainable consumption and collective learning in Brazil
Fernando Passos dos Santos, Leila Chalub-Martins
469-484
PDF (Portuguese)
DOI:
https://doi.org/10.1590/S1517-97022011005000008
Noemy Rudolfer and the organization of school and of the world of labor in the 1920s/1930s
José Damiro de Moraes
485-497
PDF (Portuguese)
PDF
DOI:
https://doi.org/10.1590/S1517-97022012000200014
Automatic promotion in the 1950s: the pioneering experiment of the Experimental School of Lapa (Sao Paulo)
Lygia S. Viégas, Marilene P. R. Souza
499-514
PDF (Portuguese)
PDF
DOI:
https://doi.org/10.1590/S1517-97022012000200015
A school for rural people: popular culture, peasants and the basic education movement (1960-1964)
Claudia Moraes de Souza
515-529
PDF (Portuguese)
DOI:
https://doi.org/10.1590/S1517-97022011005000007
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