Vol. 25 No. 1 (2019)

View Vol. 25 No. 1 (2019)
Published: 2019-07-29

Apresentação

Artigos

  • One-hundred years: the brazilian history schoolbook (1808-1908)

    Maria Inês Sucupira Stamatto
    13-40
    DOI: https://doi.org/10.5433/2238-3018.2019v25n1p13

  • Religiosities: an analysis of two collections of brazilian public school textbooks

    Elison Antonio Paim, Guilherme Braunsperger de Lima Vieira
    41-69
    DOI: https://doi.org/10.5433/2238-3018.2019v25n1p41

  • He road to hell is paved with good intentions: the methodologies of education in history didactic books

    Olavo Pereira Soares, Juliana Renata Miguel Monteiro
    71-96
    DOI: https://doi.org/10.5433/2238-3018.2019v25n1p71

  • Textbook from pnld campo: ideas about history teaching on schools in rural areas

    Rita de Cássia Gonçalves, Geyso Dongley Germinari
    97-118
    DOI: https://doi.org/10.5433/2238-3018.2019v25n1p97

  • The analysis of representations and narratives about african and brazilian history and culture in textbooks of middle school in Cuiabá / MT

    Jaqueline Ap. M. Zarbato
    119-138
    DOI: https://doi.org/10.5433/2238-3018.2019v25n1p119

  • Educational material on neja program - issues facing emancipating possibilities and prescriptive school curriculum in history education

    Alessandra Nicodemos, Débora Petrillo Grasso Flor
    139-157
    DOI: https://doi.org/10.5433/2238-3018.2019v25n1p139

  • What happened with the people? the dictatorship in the history textbooks

    Juliana Pirola da Conceição Balestra, Rogério Anderson Silva
    159-182
    DOI: https://doi.org/10.5433/2238-3018.2019v25n1p159

  • Perceptions on teaching and learning in history: an analysis of temporality and the teaching book

    Flávio Batista dos Santos
    183-202
    DOI: https://doi.org/10.5433/2238-3018.2019v25n1p183

  • The indigenous protagonism in the classes of history: problems and challenges in the textbook

    Francis Mary Soares Correia da Rosa
    203-226
    DOI: https://doi.org/10.5433/2238-3018.2019v25n1p203

  • Why and what for to teach history?

    Maria Terezinha Bellanda Galuch, Cleonice Aparecida Raphael da Silva
    227-252
    DOI: https://doi.org/10.5433/2238-3018.2019v25n1p227

  • Quilombo, identity and school education: the teaching of history in school David Miranda in Santana-Amapá

    Elivaldo Serrão Custódio, Eugénia da Luz Silva Foster, Silvaney Rubens Alves de Souza
    253-277
    DOI: https://doi.org/10.5433/2238-3018.2019v25n1p253

  • Photografy, time and history education: joints for significant learning

    Katani Monteiro Ruffato, Lara Moncay Reginato
    279-304
    DOI: https://doi.org/10.5433/2238-3018.2019v25n1p279

  • Because you don't care about the western waste: teaching history of education and the "question of the other"

    Ana Luiza Jesus Costa
    305-332
    DOI: https://doi.org/10.5433/2238-3018.2019v25n1p305

  • The use of historical documents in a classroom: the social impacts of the 1929 crisis by the lenses of photojornalism

    Daniel Precioso
    333-351
    DOI: https://doi.org/10.5433/2238-3018.2019v25n1p333

  • The dictatorship of 1964-1985 in the teaching initiation: the teaching between the memory duty and the media struggles

    Walter Francisco Figueiredo Lowande, Vinícius Pedro Fonseca, Pedro Otávio Carvalho Fernandes
    353-372
    DOI: https://doi.org/10.5433/2238-3018.2019v25n1p353

  • The university, the museum and the school: the teaching of history by extension bias

    Érika Oliveira Amorim, Luciana do Carmo Narciso, Thaise Oliveira Paula
    373-389
    DOI: https://doi.org/10.5433/2238-3018.2019v25n1p373

História da Educação

Resenhas

Laboratório (artigo)

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