Vol. 23 No. 2 (2017)

Apresentação

• Apresentação

  Ronaldo Cardoso Alves

  5-9

  • PDF (Português (Brasil))

Artigos

• Classroom-workshop as a methodological field for teaching education in history: a study about the PIBID/ History/ UEL

  Marlene Rosa Cainelli, Elizabete Cristina de Souza Tomazini

  11-33

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.5433/2238-3018.2017v23n2p11

• The teaching of history and citizenship: an analysis from the point of view of symbolic interactionism of school institutions

  Rivail Carvalho Rolim

  35-58

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.5433/2238-3018.2017v23n2p35

• The University Access Test as a regulator of the teaching/learning process of History

  María del Mar Bernabé Villodre

  59-83

  • PDF (Español (España))

  DOI: https://doi.org/10.5433/2238-3018.2017v23n2p59

• Indigenous history in the brazilian republican period and the History textbook: a necessary reflection

  André Luis Bertelli Duarte, Felipe Cesar Peres Tedeschi

  85-108

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.5433/2238-3018.2017v23n2p85

• The conceptions of teachers of fundamental teaching ii on the middle age: an analysis under the optics of history education

  Max Lanio Martins Pina, Janaína Bernardes Silva

  109-131

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.5433/2238-3018.2017v23n2p109

História da Educação

• The "Mother Benícia" in the memories of a teacher: the album of Cleric Becker records

  José Edimar Souza

  133-154

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.5433/2238-3018.2017v23n2p133

• The independence of Brazil in the teaching books for children: an analysis of didactic production among the decade of 1970 and 2000

  Sandra Regina Ferreira de Oliveira, Luciana Fernandes de Aquino

  155-180

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.5433/2238-3018.2017v23n2p155

• Temporalit(ies) in didactic historiography: notes on the teaching of history and indigenous culture in the municipality of Maringá (2014-2016)

  João Paulo Pereira Coelho, Maria Aparecida Leopoldino, Daniella Castellini Nunes

  181-205

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.5433/2238-3018.2017v23n2p181

Laboratório (artigo)

• Supervised internship in history: the living, challenges and possibilities of the graduating student in the teaching practice

  Ruhama Sabião

  207-229

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.5433/2238-3018.2017v23n2p207

Resenhas

• The social responsibility of the teaching of history

  Maria Andréa Angelotti Carmo

  231-237

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.5433/2238-3018.2017v23n2p231

• Review: Cultural heritage and teaching of history

  Ana Maria Nogueira Oliveira

  239-241

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.5433/2238-3018.2017v23n2p239

• Land, education and immigration: a school in the German Colony in the state of São Paulo

  Thiago Henrique Sampaio

  243-247

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.5433/2238-3018.2017v23n2p243

Expediente

• Expediente

  249-250

  • PDF (Português (Brasil))