Vol. 25 No. 2 (2019)

• Editorial

  Ronaldo Cardoso Alves

  5-6

  • PDF (Português (Brasil))

Apresentação

• Apresentação

  Ronaldo Cardoso Alves

  7-12

  • PDF (Português (Brasil))

Artigos

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

  Regina Beatriz Guimarães Neto, Jonathas Duarte Oliveira de Souza

  13-34

  • PDF (Português (Brasil))

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

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

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

  35-57

  • PDF (Português (Brasil))

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

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

  Mauro Cezar Coelho, Rafael da Silva Saldanha

  59-82

  • PDF (Português (Brasil))

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

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

  Maria Cristina Dantas Pina, Maria Alessandra dos Santos Aquino

  83-113

  • PDF (Português (Brasil))

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

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

  Ane Luise Silva Mecenas Santos, Cristiano Ferronato

  115-137

  • PDF (Português (Brasil))

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

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

  Paulo Augusto Tamanini, Maria do Socorro Souza

  139-166

  • PDF (Português (Brasil))

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

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

  Azemar dos Santos Soares Júnior

  167-190

  • PDF (Português (Brasil))

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

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

  Leonara Lacerda Delfino

  191-216

  • PDF (Português (Brasil))

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

• Military dictatorship narrated in the history textbooks

  Osvaldo Rodrigues Junior, Leticia Seba

  217-237

  • PDF (Português (Brasil))

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

• 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

  Wilian Carlos Cipriani Barom

  239-268

  • PDF (Português (Brasil))

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

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

  Stanley Plácido da Rosa Silva, Andresa Cristina Oliver Barbosa

  269-296

  • PDF (Português (Brasil))

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

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

  Maria de Fátima Barbosa Pires

  297-324

  • PDF (Português (Brasil))

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

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

  Anderson Teixeira Renzcherchen, Silvéria da Aparecida Ferreira

  325-345

  • PDF (Português (Brasil))

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

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

  Ruhama Sabião

  347-372

  • PDF (Português (Brasil))

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

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

  Paulo Hipólito

  373-400

  • PDF (Português (Brasil))

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

Laboratório (artigo)

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

  Dennis Rodrigo Damasceno Fernandes

  401-428

  • PDF (Português (Brasil))

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

• Historic knowledge construction at school

  Matheus Mendanha Cruz

  429-448

  • PDF (Português (Brasil))

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

• The brazilian indian identity though images from history textbook

  Nádia Narcisa de Brito Santos

  449-473

  • PDF (Português (Brasil))

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

Resenhas

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

  Karla Andrezza Vieira

  475-480

  • PDF (Português (Brasil))

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

Expediente

• Expediente H&E v. 25, n. 2

  481-482

  • PDF (Português (Brasil))