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Vol. 43 No. 2 (2017)
Vol. 43 No. 2 (2017)
Published:
2017-04-01
Editorial
Educative processes and the formation of individuals today
Bruno Bontempi Jr, Emerson de Pietri
301-309
PDF (Portuguese)
PDF
DOI:
https://doi.org/10.1590/s1517-970220174302001
Interview
Individualization and processes of identity construction today: the perspective of François de Singly
Teresa Cristina Rego, José Geraldo Vinci de Moraes
585-617
DOI:
https://doi.org/10.1590/s1517-97022017430200201
Articles
The teaching of literature: towards a consolidation of the field
Felipe Munita
379-392
PDF (Spanish)
DOI:
https://doi.org/10.1590/s1517-9702201612151751
Life experiences of pre-service teachers undertaking a bachelor of sciences and education program
Marcela Gaete Vergara, Johanna Camacho González
341-356
PDF (Spanish)
DOI:
https://doi.org/10.1590/s1517-9702201609146976
The principle of situated practice in literacy learning: students’ perspectives
Íris Susana Pires Pereira
393-410
PDF (Portuguese)
DOI:
https://doi.org/10.1590/s1517-9702201702153387
The impact of a visual language for learning to learn together on Brazilian students
Deller James Ferreira, Kelly Ruas, Vivian Laís Barreto, Tatiane F. N. Melo, Mariana Soller Ramada, Rupert Wegerif
427-451
PDF (Portuguese)
PDF
DOI:
https://doi.org/10.1590/s1517-9702201604145153
Reflections in a community of practice on impossible triangles in mathematics classes
Luis Alexander Conde Solano, Sandra Evely Parada Rico, Jorge Enrique Fiallo Leal
453-466
PDF (Spanish)
DOI:
https://doi.org/10.1590/s1517-9702201611150509
What texts do first-year Psychology students read?
María Micaela Villalonga Penna, Constanza Padilla
515-533
PDF (Spanish)
DOI:
https://doi.org/10.1590/s1517-9702201610150998
A synchronic analysis of university governance: a theoretical view of the sixties and seventies
Francisco Ganga, Juan Quiroz, Paulo Fossatti
553-568
PDF (Spanish)
PDF
DOI:
https://doi.org/10.1590/s1517-9702201608135289
Industry and University: international and interinstitutional cooperation and the role of student mobility in the German innovation system
Joaquim Carlos Racy, Everton de Almeida Silva
569-584
PDF (Portuguese)
DOI:
https://doi.org/10.1590/s1517-9702201608146243
Didactic of the middle: learning and example
Lisete Bampi, Gabriel Dummer Camargo
327-340
PDF (Portuguese)
PDF
DOI:
https://doi.org/10.1590/s1517-9702201608142140
Arrastão or lagarteado? Dynamics of teaching at Fundação Casa
Mauricio Bacic Olic
357-377
PDF (Portuguese)
DOI:
https://doi.org/10.1590/s1517-97022016133882
Dialogues in delay: speculations about a whole other temporality of the pedagogical encounter
Julio Groppa Aquino
311-326
PDF (Portuguese)
PDF
DOI:
https://doi.org/10.1590/s1517-9702201608146649
Argumentation in classroom and its metacognitive potential as a way to an STS approach to teaching chemistry: an analytical proposal
Sylvia De Chiaro, Kátia Aparecida da Silva Aquino
411-426
PDF (Portuguese)
DOI:
https://doi.org/10.1590/s1517-9702201704158018
Evolution of the didactic and educational profile of engineering professors
André Luiz Molisani
467-482
PDF (Portuguese)
DOI:
https://doi.org/10.1590/s1517-9702201608149237
The teaching of didactics and the teacher trainer’s role from the perspective of Visual Arts teaching students
Giseli Barreto da Cruz, Priscila Andrade Magalhães
483-498
PDF (Portuguese)
PDF
DOI:
https://doi.org/10.1590/s1517-9702201701156893
The contributions of George Snyders for university pedagogy
Renata de Almeida Vieira, Maria Isabel de Almeida
499-514
PDF (Portuguese)
DOI:
https://doi.org/10.1590/s1517-9702201605141169
Analysis of the difficulties of preservice teachers of chemistry when critically reading a press article
Márcia Gorette Lima da Silva, Conxita Marquez Bargalló, Begonya Oliveras Prat
535-552
DOI:
https://doi.org/10.1590/s1517-9702201704161715
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