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

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

  • Teacher education: training paradigms and professional knowledge

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

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

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

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

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

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

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

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

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

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

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

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

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

  • School-focused continuing education

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

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

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