Vol. 25 No. 2 (2019)

• Editorial

  Ronaldo Cardoso Alves

  5-6

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Apresentação

• Apresentação

  Ronaldo Cardoso Alves

  7-12

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Artigos

• The written press as an affirmation of the teaching discourse: practices for history teaching

  DOI: https://doi.org/10.5433/2238-3018.2019v25n2p13

  Regina Beatriz Guimarães Neto, Jonathas Duarte Oliveira de Souza

  13-34

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• Didactics of higher education and Law 10.639/03 in history courses of Ceará

  DOI: https://doi.org/10.5433/2238-3018.2019v25n2p35

  Joselina da Silva, Angela Maria Bessa Linhares, Adriano Ferreira de Paulo

  35-57

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• Citizenship, democracy and school knowledge in high school legislation in Brazil

  DOI: https://doi.org/10.5433/2238-3018.2019v25n2p59

  Mauro Cezar Coelho, Rafael da Silva Saldanha

  59-82

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• Historical knowledge, military and civilian dictatorship and democracy – what students from high school think

  DOI: https://doi.org/10.5433/2238-3018.2019v25n2p83

  Maria Cristina Dantas Pina, Maria Alessandra dos Santos Aquino

  83-113

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• Under the false pretext of the wonderful: history teaching in the statements of public instruction from 1883

  DOI: https://doi.org/10.5433/2238-3018.2019v25n2p115

  Ane Luise Silva Mecenas Santos, Cristiano Ferronato

  115-137

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• History teaching in the digital age: digital inclusion, social inclusion and citizenship education. the cas of nte and NTM in Mossoró-RN

  DOI: https://doi.org/10.5433/2238-3018.2019v25n2p139

  Paulo Augusto Tamanini, Maria do Socorro Souza

  139-166

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• History teaching and sensitivity: seeing, hearing and imagining in history classes

  DOI: https://doi.org/10.5433/2238-3018.2019v25n2p167

  Azemar dos Santos Soares Júnior

  167-190

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• Ways of learning how to teach about gender in history classes: remarks on PIBID/UNIFAL experience reporting (2015-2016).

  DOI: https://doi.org/10.5433/2238-3018.2019v25n2p191

  Leonara Lacerda Delfino

  191-216

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• Military dictatorship narrated in the history textbooks

  DOI: https://doi.org/10.5433/2238-3018.2019v25n2p217

  Osvaldo Rodrigues Junior, Leticia Seba

  217-237

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• Research in the field of history teaching and the software ibm spss statistics: limits and possibilities in the diagnosis of large-scale school historical knowledge

  DOI: https://doi.org/10.5433/2238-3018.2019v25n2p239

  Wilian Carlos Cipriani Barom

  239-268

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• The classroom at the archives: an experience analysis of the São Paulo State Public archives with students of basic education

  DOI: https://doi.org/10.5433/2238-3018.2019v25n2p269

  Stanley Plácido da Rosa Silva, Andresa Cristina Oliver Barbosa

  269-296

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• There was a stone: dialogues between history teaching and the public history on the implementation of the Law 11.645/08

  DOI: https://doi.org/10.5433/2238-3018.2019v25n2p297

  Maria de Fátima Barbosa Pires

  297-324

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• The Two Deaths of Quincas Wateryell: history and literature: dialogues, singularities and possibilities of analysis

  DOI: https://doi.org/10.5433/2238-3018.2019v25n2p325

  Anderson Teixeira Renzcherchen, Silvéria da Aparecida Ferreira

  325-345

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• Youth and counterculture: research on the historical consciousness of students in the public and private schools

  DOI: https://doi.org/10.5433/2238-3018.2019v25n2p347

  Ruhama Sabião

  347-372

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• A field of possibilities: history teaching practices in the cemetery São João Batista from Guarabira-pb (2015)

  DOI: https://doi.org/10.5433/2238-3018.2019v25n2p373

  Paulo Hipólito

  373-400

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Laboratório (artigo)

• Overview of the writing on history and teaching in central Brazil (2011-2016)

  DOI: https://doi.org/10.5433/2238-3018.2019v25n2p401

  Dennis Rodrigo Damasceno Fernandes

  401-428

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• Historic knowledge construction at school

  DOI: https://doi.org/10.5433/2238-3018.2019v25n2p429

  Matheus Mendanha Cruz

  429-448

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• The brazilian indian identity though images from history textbook

  DOI: https://doi.org/10.5433/2238-3018.2019v25n2p449

  Nádia Narcisa de Brito Santos

  449-473

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Resenhas

• History: demands and challenges of the present time - Academic Production, History Teaching and Teacher Education

  DOI: https://doi.org/10.5433/2238-3018.2019v25n2p475

  Karla Andrezza Vieira

  475-480

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Expediente

• Expediente H&E v. 25, n. 2

  481-482

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