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Vol. 42 No. 4 (2016)
Vol. 42 No. 4 (2016)
Published:
2016-12-01
Editorial
Looking at the other, looking at the self, looking together
Maria Ângela Borges Salvadori
877-884
PDF (Portuguese)
PDF
DOI:
https://doi.org/10.1590/s1517-970220164204001
Interview
Systems of thought in education and school inclusion (and exclusion) policies: Interview with Thomas S. Popkewitz
Ana Laura Godinho Lima, Natália de Lacerda Gil
1127-1151
PDF (Portuguese)
DOI:
https://doi.org/10.1590/s1517-97022016420400201
Relação de pareceristas ad hoc (2015-2016)
Relação de pareceristas ad hoc (2015-2016)
1161-1164
PDF (Portuguese)
DOI:
https://doi.org/10.1590/s1517-97022016420300300
Articles
Free time and its uses by 12- to 16-year-old adolescents in Spain
Laura Varela Crespo, Rita Gradaílle Pernas, Yésica Teijeiro Bóo
987-999
PDF (Spanish)
DOI:
https://doi.org/10.1590/s1517-9702201612152404
We are all together: the closing of the rural school from the children's perspective
Carmen Gloria Núñez, Mónica Peña, Francisco Cubillos, Héctor Solorza
953-967
PDF (Spanish)
DOI:
https://doi.org/10.1590/s1517-9702201612152334
Social representations of a group of Colombian university students about the environment
Alejandro Rico Méndez
1001-1014
PDF (Spanish)
DOI:
https://doi.org/10.1590/s1517-9702201603143940
Indigenous school education and community projects for the future
Aline Abbonizio, Elie Ghanem
887-901
PDF (Portuguese)
PDF
DOI:
https://doi.org/10.1590/s1517-9702201612144628
Teacher authority: rethinking a concept
Thiago Miranda dos Santos Moreira
1031-1044
PDF (Portuguese)
DOI:
https://doi.org/10.1590/s1517-9702201605147342
Professors as emotional energy catalysts in the face of the ambivalence of the new techno-educational context
Jesús Romero Moñivas
1061-1076
PDF (Spanish)
DOI:
https://doi.org/10.1590/s1517-9702201604144766
Mathematics recent graduates who are no longer teachers: reflections on teaching condition and profession
Romélia Mara Alves Souto
1077-1092
PDF (Portuguese)
PDF
DOI:
https://doi.org/10.1590/s1517-9702201608144401
Spiritual, symbolic and affective elements in the construction of the mbyá-guarani school
Beatriz Osorio Stumpf, Maria Aparecida Bergamaschi
921-935
PDF (Portuguese)
PDF
DOI:
https://doi.org/10.1590/s1517-9702201612158353
The emergence of singularity in a didactic scene of a geometry class
Eveline Vieira Costa, Maria C. D. P. Lyra
1109-1124
PDF (Portuguese)
DOI:
https://doi.org/10.1590/s1517-9702201612145354
Assessment of reschooling programs in Chile: The students’ perspective
Oscar Espinoza Díaz, Javier Loyola Campos, Dante Castillo Guajardo, Luis Eduardo González Fiegehen
969-986
PDF (Spanish)
DOI:
https://doi.org/10.1590/s1517-9702201605142856
Good university teachers: what do students say about them?
Eugenio Merellano-Navarro, Alejandro Almonacid-Fierro, Alberto Moreno-Doña, Cesar Castro-Jaque
937-952
PDF (Spanish)
DOI:
https://doi.org/10.1590/s1517-9702201612152689
Intercultural education and teacher education in the current context of immigrant students in Spain
Doris Cristina Vicente da Silva Matos, Cristina Goenechea Permisán
1093-1108
PDF (Portuguese)
DOI:
https://doi.org/10.1590/s1517-9702201612162742
School curriculum, [mathematical] knowledge and social practices: other possibilities in an indigenous Gunadule community
Carolina Tamayo-Osorio
903-919
PDF (Spanish)
DOI:
https://doi.org/10.1590/s1517-9702201612145827
From the manufacturing of school choices to support information resources: adolescent discourse under analysis
Maria Manuel Vieira, Maria Benedita Portugal e Melo, Lia Pappámikail
1015-1029
PDF (Portuguese)
DOI:
https://doi.org/10.1590/s1517-9702201605142200
The lesson ritual in pedagogy: performative aspect
Rosângela Tenório de Carvalho
1045-1060
PDF (Portuguese)
PDF
DOI:
https://doi.org/10.1590/s1517-9702201612156011
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