Vol. 17 (2023): Jan./Dec. Continuous publication

View Vol. 17 (2023): Jan./Dec. Continuous publication

Published: 2023-04-11

The Journal

Letter to the Reader

Aline Maria de Medeiros Rodrigues Reali

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Dossiê Formação de professores alfabetizadores: políticas, saberes e práticas

Presentation of the Dossier Formation of Literacy Teachers: policies, knowledge and practices

Ilsa do Carmo Vieira Goulart, Giovanna Rodrigues Cabral

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The (in) visibility of children's literature in public literacy policies: Reality Brazil and Portugal

Ana Maria Esteves Bortolanza, Ângela Maria Franco Martins Coelho de Balça, Neire Márcia da Cunha

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The National Literacy Policy and the production of a new generation: a field of dispute

Janaína Soares Martins Lapuente, Gilceane Caetano Porto , Mauro Augusto Burkert Del Pino, Simone Gonçalves da Silva

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Acquisition of writing: contributions of intervention research in phonological awareness and invented spelling

Viviane de Andrade Soares Sena, Paula Cristina de Almeida Rodrigues

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Supervised teaching practice and the development of phonological awareness

Cristina Manuela Sá

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The training process of the elementary school teacher in the curricular projects of Pedagogy Major at public universities in Pernambuco

Islayne Barbosa de Sá Gonçalves , Nayanne Nayara Torres da Silva, Aline Rafaela Lima e Silva Braga, Alexsandro da Silva

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Teacher Education and the National Literacy Policy: between losses and setbacks

Glaucia Signorelli de Queiroz Gonçalves, Fernanda Duarte Araújo Silva

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Knowledge and practices of literacy teachers: formative interlocutions in the research process

Daniele Aparecida Alves Biondo, Cláudia Beatriz de Castro Nascimento Ometto

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Freirean educational principles for a dialogical literary education of literacy teachers

Vanessa Cristina Girotto Nery, Thais Aparecida Bento Reis

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National Literacy Policy: discourse analysis from the perspective of Cultural Studies

Liziana Arambula Teixeira , Thaise da Silva

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The bolsonaro’s government literacy policy: reducionism and coloniality

Maria do Socorro Alencar Nunes Macedo

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The PNAIC and the Professional Development: which are the perspectives of the literacy teachers?

Lenise Teixeira Sousa, Silvana Soares de Araújo Mesquita

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Formative moments and pedagogical doing in the words of literacy teachers

Lívia de Souza Tanus Azarias, Ilsa do Carmo Vieira Goulart , Giovanna Rodrigues Cabral

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Orality and literacy: the (un) said in bibliographic productions about PNAIC

Fabiana Rodrigues de Sousa, Ana Benvinda Camargo da Silva Cosmo

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Training of literacy teachers to work with Special Education: clues in national scientific production

Rosimar Serena Siqueira Esquinsani

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Training of literacy teachers and the school inclusion of children with disabilities

Eliamar Godoi, Juliano Guerra Rocha, Letícia de Sousa Leite

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Online literacy training for the use of digital technologies in the middle of the COVID pandemic-19

Julianna Silva Glória, Ghisene Santos Alecrim

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The Literacy Assistant as an exposed face of precarious teaching work

Elisandra Gozzi, Olinda Evangelista, Priscila Monteiro Chaves

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Essays

From a regressive agenda: The Movement for Non-Party School and the Zeitgeist

Alexandre Fernandez Vaz

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Niilism in perspective: views, implications and possibilities on physical education theories

Fidel Machado de Castro Silva, Mário Luiz Ferrari Nunes

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Written Language Development in the Child: pedagogical implications of the cultural-historical theory

Anderson Borges Corrêa

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Historical and epistemological aspects of the function concept: a basic ideas study

Tamires Vieira Calado, Veridiana Rezende

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Assessment of initial mathematics and reading skills: measurement instruments at school and in the clinic

Raquel Elisa Weber, Amanda Oliveira Meggiato, Fabiana de Miranda Rocha-Luna, Luciana Vellinho Corso

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Dossier Educational Policies and Post-Covid-19 Formative Perspectives

Dossier Presentation: Educational policies and formative perspectives post covid-19

Luiz Roberto Gomes, Sueli Soares dos Santos Batista, Artieres Estevão Romeiro

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Neoliberalism in analysis: interview with Christian Laval

Débora Goulart

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The Theory of Communicative Action as an Ethical-political Perspective of Educational Administration

Darlan Marcelo Delgado, Luiz Roberto Gomes

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Limits of commodification and the deepening of entrepreneurship in public education in Brazil

Marcelo Lima, Samanta Lopes Maciel

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Education, Innovation and Socioeconomic Development: repositioning the contribution of the Brazilian university facing current challenges

Maria Luiza Nogueira Rangel, Remi Castioni

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Entrepreneurship, pedagogical improvisation, and public policies in education: the new post covid-19 agenda

Artieres Estevão Romeiro, Ingrid Weingärtner Reis, José Marcelo Juca-Aleustia

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Conceptions and policies for professional training: paths of technological undergraduate concerning post 2017 educational reforms

Sueli Soares do Santos Batista, Emerson Freire

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The use of the Theory of Change to evaluate the curricular integration of university extension

Ana Maria Nunes Gimenez, Muriel de Oliveira Gavira, Michel Mott Machado, Dyane Guedes Cunha

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Teaching practice in the face of COVID-19: experiences and emergency policies from Ecuador and Spain

Diego Allen-Perkins, Lucy Deyanira Andrade-Vargas, Irene Frías Campomanes

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Pandemic and teacher training policy: case study on training and contingency

Dirce Aparecida Foletto de Moraes, Ana Cristina Paes Leme Giffoni Cilião Torres

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Impact of Emergency Remote Teaching on the Teaching-Learning Process from a Teacher's Perspective

Letícia Fleury Viana, Fernando Henrique Antoniolli Farache, Raquel Maria Prado, Simone Sousa Guimarães, Calixto Júnior de Souza

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Emergency remote teaching in the state of Paraná: reflections from coping strategies

Juliana Ayub Veltrini Spadacini, Samantha Gonçalves Mancini Ramos, Diene Eire de Mello

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School Nutrition: measures adopted in the municipality of Umuarama - PR during the pandemic by Covid-19

Simone Aparecida Rigobeli Vanalli, Juliana Scanavacca, Beatriz Cervejeira Bolanho Barros

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School Physical Education in remote education during the Covid-19 pandemic: a scoping review

Fabiola Berwanger, Aline Bichels, Valdomiro de Oliveira, Gislaine Cristina Vagetti

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Grégoire Chamayou and the “genealogy of authoritarian and ungovernable liberalism”

Marcelo Micke Doti

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Dossiê Formação de Professores que Ensinam Matemática

Presentation of the Dossier on Educating teachers who teach mathematics

Jonei Cerqueira Barbosa, Samira Zaidan, Vanessa Dias Moretti

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Subdomains of Mathematical Knowledge for Teaching mobilized through the writing of teachers

Henrique Rizek Elias, Línlya Sachs

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Resources of a Teacher to Teach Mathematics in YAE - Field Classes

Josias Pedro da Silva, Iranete Maria da Silva Lima

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Socioethnocultural Practices and Mathematics Teaching in a Quilombola School from the Perspective of Ethnomathematics

Hélio Rodrigues dos Santos, Geraldo Eustáquio Moreira

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Contributions of Design-Based Research to the initial training of Mathematics teachers

Elisângela Fouchy Schons, Eleni Bisognin

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Promoting mathematical reasoning: exploration tasks in practice as a curriculum component

Flávia Sueli Fabiani Marcatto

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A look at the mobilization of mathematical knowledge specific to teaching at Pibid

Nathalia Luiza Soares Peixoto, Ana Cristina Ferreira

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Specialized Knowledge of Mathematics Teachers evidenced in a formative context with an inclusive approach

Jean Carlos Lemes, Eliane Matesco Cristovão

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Teacher Education Movement in the Mathematics Club: The Activity Guiding Project

Halana Garcez Borowsky, Anemari Roesler Luersen Vieira Lopes

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Quilombola School Education in field Education Degree Programs for Mathematics teachers

Aldinete Silvino de Lima, Kaled Sulaiman Khidir, Fernando Luís Pereira Fernandes

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Professional development and teaching knowledge of mathematics teachers when participating in the PARFOR/AM program

Ana Acácia Pereira Valente, Gilberto Francisco Alves de Melo

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Formative processes of teachers in the constitution of the Movimento em Rede da Feira de Matemática

Araceli Gonçalves, Regina Célia Grando

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Partnership work as a tool for professional development of mathematics teachers

Iris Aparecida Custódio, Adair Mendes Nacarato

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Study groups and the teacher education of teachers who teach mathematics in the early years

Thais Helena Guilherme, Reginaldo Fernando Carneiro

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Mathematics marks from the schooling process and its influences on teaching practice

Rayane de Jesus Santos Melo, Keli Cristina Conti, Carmen Lúcia Brancaglion Passos

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Online Continuing Professional Development in Mathematical Modeling: the web and the hybridization phenomenon

Flavia Cristina de Macêdo Santana

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Teachers Training: Mathematics-for-Teaching in the Concept Study

Maria Auxiliadora Vilela Paiva, Tatiana Bonomo de Sousa, Ayandara Pozzi de Moraes Campos

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Yells of (in)dependence in the education of teachers who teach mathematics

Diego Matos, Victor Giraldo, Wellerson Quintaneiro

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Points of focus of Brazilian research on the continuing education of teachers who teach mathematics

Márcia Cristina de Costa Trindade Cyrino, Rita Santos Guimarães, Andréia Maria Pereira de Oliveira

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Multimodal Analysis of Videos based on the Theory of Objectification: contributions to research on mathematics teacher education

Vanessa Dias Moretti, Luis Radford

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Educating teachers who teach mathematics: a field of study of achievements and challenges

João Pedro da Ponte

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Demanda Contínua - Artigos

Potencies from initiation to teaching: PIBID, PRP and the insertion of teaching undergraduates in professional contexts

Verônica Domingues Almeida, Cilene Nascimento Canda

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The insertion in teaching by graduates of pibid: from training to the challenges of professional life

José Ângelo Gariglio, Lorene dos Santos

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School mediation in São Paulo state schools: work analysis based on the bibliographic review

Daiana Aparecida Del Bianco, Maria José da Silva Fernandes

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Teacher training and giftedness: evidences in programme of the Degree in Pedagogy

Josilene Domingues Santos Pereira, Rosemeire de Araújo Rangni

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Problem solving in mathematics teaching: reflections on the knowledge of pedagogues

Maria Eliza Sitolino Leonardo, Marcelo Carlos Proença

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Public policies for teacher training in the Prison System of the State of Minas Gerais

Roselaine de Jesus Medeiros Silva, Vera Lúcia Nogueira

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The conservative agenda of the School without Party project as an expression of bourgeois hegemony

Aldimara Catarina Brito Delabona Boutin, Simone de Fátima Flach, Carina Alves da Silva Darcoleto

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Teaching from/to "happiness" in brazilian universities: reflections with positive education

Anselmo Gonçalves da Silva, Bianca Jussara Borges Clemente

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“Experimental gropings” and the responsible acting: a possible dialogue between Freinet and Bakhtin in the school day

Patrícia Yumi Fujisawa, Guilherme do Val Toledo Prado

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How to approach the issue of animal consumption in Science Education?

Isabela Breder Vargas, Bárbara Dias Silveira, Jordana Alves de Oliveira, Nilmara Braga Mozzer, Paula Cristina Cardoso Mendonça, Nei Nunes-Neto

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Profile of the dentistry student who performed enade

Juliana Martins Rodrigues, Maria Goretti Queiroz, Cláudio Rodrigues Leles, Aline Lemes da Paixão Rocha

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Girl Power! Composing a curriculum with the Spice Girls

Alcidesio Oliveira da Silva Junior

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Teacher’s work in the context of full-time education policies

Samanta Antunes Kasper, Renata Portela Rinaldi

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Stricto sensu training of technical administrative staff in education: perception of qualified managers and staff

Vinícius Ferreira Faria, Geruza de Fátima Tomé Sabino

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Financing education in thesis and dissertations in Brazilian Northeast: a review study

Maria de Jesus Rodrigues Duarte, Rosana Evangelista da Cruz

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The impact of digital technologies on teachers' initial training on their pedagogical practices

Gleice Assunção da Silva, Daniela Karine Ramos

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A little blue bird told me: expressions of students' violence against teachers

Francisco Valmir da Silva, Carlos Ângelo de Meneses Sousa , Lília Rolim Abadia

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Curriculum Guidelines for High School: the prevalence of training to the labor market

Aline Arantes do Nascimento, Sandra Regina de Oliveira Garcia, Eliane Cleide da Silva Czernisz

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Life project: how do researchers in Psychology and Education address this category?

Gisela Lobo Baptista Pereira Tartuce, Liliane Bordignon de Souza, Patrícia Albieri Almeida

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Reflections on roles assumed in an environment of production of knowledge made possible by dialogical relations

Iris Aparecida Custódio, Kátia Gabriela Moreira

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Active methodologies applied to Administration and related areas: review of national and international publications

Lidiane Cássia Comin, Juliane Laviniki, Rogério Ciotti

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University dropout: a study with young students who dropped out from a confessional HEI

Marcos Aurélio Corrêa dos Santos, Almir Martins Vieira, Patrícia Margarida Farias Coelho

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Education, reading, poverty and illiteracy in a time of pandemic in Codó, Maranhão

José Carlos Aragão Silva, Cristiane Dias Martins da Costa, Alex de Sousa Lima

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Self-efficacy beliefs of undergraduate physics students in relation to inclusive education

Sabrina Gomes Cozendey, Maria da Piedade Resende da Costa

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Institutional Scholarship Program for Teaching Initiation (PIBID): approximation between Basic and Higher Education

Raimunda Áurea Dias de Sousa, Iracema Campos Cusati

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Peer tutoring: an educational practice allied to university permanence

Hellen Cristina Xavier da Silva Mattos, Maria Cristina da Silveira Galan Fernandes

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Values and practices in a school in prison: an exploratory study

Sandro Luiz Giongo, Leonardo Albuquerque Heidemann

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Who are the “school leaders”? Management conditions among Japan, Germany and UK

Kemma Tsujino , Hiroki Suematsu

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Teacher training and inclusion: physical education teachers and looks at students with special needs

Anderson Cristian Barreto, Marcio Rafael da Silva, Vânia de Fátima Matias de Souza

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Chemistry textbook: a look at the main themes studied in journals and events

Rafael Silva de Araujo, Bruno Silva Leite

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Women deprived of their liberty and their school life trajectories

Fernanda Soares da Silva Bonato, Linccon Fricks Hernandes, Leandro Alves Bonato, Antonio Henrique Pinto

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Hospital Class: integrative review of qualitative research

Miriã Martins de Brito , Aida Victoria Garcia Montrone, Márcia Regina Cangiani Fabbro

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Tensions between the public and the private in Brazilian education: a recurrent history

Edite Maria Sudbrack, Raqueline Rigo Janke

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Interdependence between the development of sensory-motor and language skills in ASD: a systematic review

Elaine de Carvalho Silva, Nassim Chamel Elias

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Mathematics teacher training in Science courses: Montes Claros and Governador Valadares

Maria Laura Magalhães Gomes, Shirley Patrícia Nogueira de Castro e Almeida, Ana Catarina Cantoni Roque

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Experiences of Biology teachers and their perspectives about the continuing education

Aline de Queiroz Rodrigues, Felipe Rosa Nunes, Ana Júlia Lemos Alves Pedreira

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Cinema and cultural plurality: the use of Arab films in educational practices concerned with otherness

Humberto Perinelli Neto, Alexandre Cristiano Baldacin Junior, Ricardo Scucuglia Rodrigues da Silva , Edilson Moreira de Oliveira

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Concerns of beginning teachers who work in literacy classes

Ingrid Cristina Barbosa Fernandes, Giseli Barreto da Cruz

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Education professionals in the pandemic context of Covid-19: Yoga as social technology and autopoietic possibilities

Janaina Silva de Souza, Rejany dos Santos Dominick, Isis Dias de Menezes, Laura de Almeida Conceição

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Making educational video in burnout syndrome as a tool for health education

Gilvana Maria Vieira Xavier , Geraldo Magella Teixeira, Almira Alves dos Santos

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Adolescents in conflict with the law: unveiling educational processes with their families

Rafael Garcia Campos, Rubia Fernanda Quinelatto, Willian Lazaretti da Conceição

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What do we learn from emergency remote teaching? Possibilities and challenges for teaching

Natalia Neves Macedo Deimling, Aline Maria de Medeiros Rodrigues Reali

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Return of egresses from a professional masters through a virtual platform

Kelly de Oliveira Galvão da Silva, Ellen Synthia Fernandes de Oliveira

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Project-based learning: an application in a professional higher education program at a public institution

Esmeralda Aparecida de Oliveira, Ariadne Runte-Geidel

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State of knowledge about scientific initiation in basic education

Victor Hugo Nedel Oliveira Oliveira, Daniel Giordani Vasques

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Conception of knowledge based on assumptions of Historical-Cultural Theory

Maria Sandreana Salvador da Silva Lizzi, Marta Sueli de Faria Sforni

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Hybrid, flipped, meaningful, and active training journeys in higher education: contributions to thinking about synchronous activities

Achilles Alves de Oliveira, Daniel Mill , Marcello Ferreira

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