Vol. 6 No. 2 (2021): Dossiê: Formação docente: percursos investigativos com professores da Educação Básica e Ensino Superior

View Vol. 6 No. 2 (2021): Dossiê: Formação docente: percursos investigativos com professores da Educação Básica e Ensino Superior
Published: 2021-12-15

Apresentação do Dossiê

Dossiê

  • Basic education teachers in the municipality of Amargosa-BA: an analysis of the personal-professional profile

    DOI: https://doi.org/10.5433/1984-7939.2021v6n2p207
    Mara Alves da Silva, Lúcia Gracia Ferreira, José Gilberto da Silva
    207-220

  • Teacher education: training paradigms and professional knowledge

    DOI: https://doi.org/10.5433/1984-7939.2021v6n2p221
    Liliane Campos Machado
    221-239

  • The need for teacher training in literary reading: a look at the construction of the black man in Úrsula

    DOI: https://doi.org/10.5433/1984-7939.2021v6n2p240
    Eloisa Baía, Geovanna D’Agostini, Karen Moscardini
    240-258

  • The continuing education of portuguese language teachers in the context of Mato Grosso/MT

    DOI: https://doi.org/10.5433/1984-7939.2021v6n2p259
    Helenice Joviano Roque Faria
    259-276

  • The internship with research: a look at the teaching/learning process

    DOI: https://doi.org/10.5433/1984-7939.2021v6n2p277
    Lucimar Gracia Ferreira, Roselane Duarte Ferraz
    277-294

  • The educational failure in the secondary-university transition in times of covid-19 as a framework for teacher training

    DOI: https://doi.org/10.5433/1984-7939.2021v6n2p295
    José Manuel Bautista Vallejo, Rafael Manuel Hernández-Carrera, Cintia Almeida da Silva Santos
    295-315

  • Teacher identity in the regionalization of the university of antioquia: a narrative approach to the body experience

    DOI: https://doi.org/10.5433/1984-7939.2021v6n2p316
    Ricardo Antonio Castaño Gaviria
    316-334

  • Enunciative scenes in social networks: argumentative directions and implications for teaching

    DOI: https://doi.org/10.5433/1984-7939.2021v6n2p335
    Nádia Dolores Fernandes Biavati, Jéssica Soares de Resende
    335-352

  • School-focused continuing education

    DOI: https://doi.org/10.5433/1984-7939.2021v6n2p353
    Fátima Santa Fé Borges, Luciana Sedano, Andréa Ribeiro da Silva
    353-368

  • Mathematics teachers' perceptions about the importance of portuguese language in the teaching-learning of mathematics

    DOI: https://doi.org/10.5433/1984-7939.2021v6n2p369
    Irany Aparecida Ferreira da Cunha Barboza, Kilwangy Kya Kapitango-a-Samba
    369-388