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Vol. 6 No. 2 (2021): Dossiê: Formação docente: percursos investigativos com professores da Educação Básica e Ensino Superior
Vol. 6 No. 2 (2021): Dossiê: Formação docente: percursos investigativos com professores da Educação Básica e Ensino Superior
Published:
2021-12-15
Apresentação
Diene Eire de Mello, Sandra Aparecida Pires Franco
201
PDF (Português (Brasil))
Apresentação do Dossiê
Apresentação
Lúcia Gracia Ferreira, Mara Alves da Silva Silva
202-206
PDF (Português (Brasil))
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
PDF (Português (Brasil))
DOI:
https://doi.org/10.5433/1984-7939.2021v6n2p207
Teacher education: training paradigms and professional knowledge
Liliane Campos Machado
221-239
PDF (Português (Brasil))
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
PDF (Português (Brasil))
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
PDF (Português (Brasil))
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
PDF (Português (Brasil))
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
PDF (Português (Brasil))
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
PDF (Português (Brasil))
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
PDF (Português (Brasil))
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
PDF (Português (Brasil))
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
PDF (Português (Brasil))
DOI:
https://doi.org/10.5433/1984-7939.2021v6n2p369
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