Vol. 22 No. 1 (2018): January/March

Editorial

Presentation

Isabel Bilhão

1
- PDF (Português (Brasil))
Presentation

Rita de Cássia Prazeres Frangella, Rosanne Evangelista Dias

2-6
- PDF (Português (Brasil))

Dossiê: Políticas de Currículo e Docência: significados, impasses e desafios no contexto Iberoamericano

Teaching meanings in the ‘BNCC’: Effects for the curriculum of basic education and teacher education/performance

Rita de Cássia Prazeres Frangella, Rosanne Evangelista Dias

7-15
- PDF (Português (Brasil))
New attempts of moral control in Education: Conflicts on gender and sexuality in curriculum and teacher education

Anna Luiza Araújo Ramos Martins de Oliveira, Gustavo Gilson Sousa de Oliveira

16-25
- PDF (Português (Brasil))
Sense of continued teacher training for CEFAPRO in Mato Grosso: The performance as a (good) quality of education

Érika Virgílio Rodrigues da Cunha, Lindalva Maria Novaes Garske

26-34
- PDF (Português (Brasil))
The National Curricular Common Base and knowledge as a commodity

Jarbas Santos Vieira, José Roberto de Oliveira Feijó

35-43
- PDF (Português (Brasil))
Tensions and translations in curriculum policies for teacher education in Argentina

Silvia Morelli, Erica Iturbe

44-52
- PDF (Español (España))
Proposals on School Knowledge around Curriculum Orientations for the Nature Sciences Teaching in Bogotá

Carmen Alicia Martínez Rivera

53-62
- PDF (Español (España))
Teaching in higher education: Curriculum and practices 10 years after the implementation of the Bologna process at Portuguese universities

Angélica Monteiro, Carlinda Leite, Glasielle Souza

63-73
- PDF (Português (Brasil))
The identity reference of the Mexican basic education curriculum: Causes and consequences of curricular injustice

Ana Laura Gallardo Gutiérrez

74-82
- PDF (Español (España))
Educational standardization in Chile: Tensions and consequences for teachers’ work

Jenny Assaél, Natalia Albornoz, Miguel Caro

83-90
- PDF (Español (España))

Articles

Understandings about musicality in undergraduate schools of Education and Music: Clues for cultural diversity in curricula

Luciane da Costa Cuervo, Leda de Albuquerque Maffioletti

91-100
- PDF (Português (Brasil))
Teaching authority and student autonomy: Problematizations about their relations, practices and knowledge

Mariana Luzia Corrêa Thesing, Marília Costa Morosini

101-109
- PDF (Português (Brasil))
The conception of education in Westminster Confession of Faith, of 1647

Rodrigo Pinto de Andrade, Cézar de Alencar Arnaut de Toledo, Francielle Aparecida Garuti de Andrade

110-118
- PDF (Português (Brasil))

Vol. 22 No. 1 (2018): January/March

Editorial

Presentation

Presentation

Dossiê: Políticas de Currículo e Docência: significados, impasses e desafios no contexto Iberoamericano

Teaching meanings in the ‘BNCC’: Effects for the curriculum of basic education and teacher education/performance

New attempts of moral control in Education: Conflicts on gender and sexuality in curriculum and teacher education

Sense of continued teacher training for CEFAPRO in Mato Grosso: The performance as a (good) quality of education

The National Curricular Common Base and knowledge as a commodity

Tensions and translations in curriculum policies for teacher education in Argentina

Proposals on School Knowledge around Curriculum Orientations for the Nature Sciences Teaching in Bogotá

Teaching in higher education: Curriculum and practices 10 years after the implementation of the Bologna process at Portuguese universities

The identity reference of the Mexican basic education curriculum: Causes and consequences of curricular injustice

Educational standardization in Chile: Tensions and consequences for teachers’ work

Articles

Understandings about musicality in undergraduate schools of Education and Music: Clues for cultural diversity in curricula

Teaching authority and student autonomy: Problematizations about their relations, practices and knowledge

The conception of education in Westminster Confession of Faith, of 1647

Language

Information

Developed By