Vol. 26 No. 2 (2020)

Apresentação

• Apresentação

  Eder Cristiano de Souza

  4-7

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Artigos

• One school, one hundred parties: the multiplicity of political-economic positions among students in a quantitative study

  Luis Fernando Cerri, Fernando de Araújo Penna

  8-28

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  DOI: https://doi.org/10.5433/2238-3018.2020v26n2p8

• The place of the teaching of history in the Brazil of re-democratization

  Ana Paula Sampaio Caldeira

  29-50

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  DOI: https://doi.org/10.5433/2238-3018.2020v26n2p29

• Historical Learning: dialogues for an approach with history theory

  Edinalva Padre Aguiar

  51-72

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  DOI: https://doi.org/10.5433/2238-3018.2020v26n2p51

• School curriculum, pedagogical practice and subject knowledges of History

  André Mendes Salles

  73-90

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  DOI: https://doi.org/10.5433/2238-3018.2020v26n2p73

• The constitution of the discipline of History in Rio Grande do Norte (1835 -1911)

  Anna Gabriella de Souza Cordeiro, Maria Inês Sucupira Stamatto

  91-111

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  DOI: https://doi.org/10.5433/2238-3018.2020v26n2p91

• The teaching of History in the Integrated High School: reflections on the narrative of students of two technical courses

  Adriano Larentes da Silva, Leandro Regis

  112-134

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  DOI: https://doi.org/10.5433/2238-3018.2020v26n2p112

• Making History: didatic possibilities to the approach of theoretical history concepts at elementary school

  Alessandra Soares Santos, Paula Miranda de Oliveira

  135-158

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  DOI: https://doi.org/10.5433/2238-3018.2020v26n2p135

• History teaching and human formation: study activity as a condition for the development of theoretical thinking by students

  Edson Schroeder, Simão Henrique Jakobowski

  159-182

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  DOI: https://doi.org/10.5433/2238-3018.2020v26n2p159

• Directions of work in History Education: a review of scientific production produced from 1996 to 2018

  Luciana Cristina Salvatti Coutinho, Vera Alves Crispim Capucho, Genilson Cordeiro Marinho

  183-208

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  DOI: https://doi.org/10.5433/2238-3018.2020v26n2p183

• The teaching of History and the formation of the pedagogue: an analysis of teaching perception

  Thainá Lima de Souza, Roberta Negrão de Araújo

  209-233

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  DOI: https://doi.org/10.5433/2238-3018.2020v26n2p209

• "To Know Londrina Project": Narratives and knowledge through the streets of the city

  Eliane Aparecida Candoti, Sandra Regina Ferreira de Oliveira

  234-259

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  DOI: https://doi.org/10.5433/2238-3018.2020v26n2p234

• The cultural representation of the indigenous people in the history textbooks from 6th Elementary Degree

  Junia Fior Santos

  260-286

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  DOI: https://doi.org/10.5433/2238-3018.2020v26n2p260

• The Amazon represented in History textbooks: about History, narrative and teaching

  Erinaldo Cavalcanti

  287-312

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  DOI: https://doi.org/10.5433/2238-3018.2020v26n2p287

• The use of texts and images to build relationships between the present and the past in the teaching of History

  Sabrina Muller, Halferd Carlos Ribeiro Junior

  313-336

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  DOI: https://doi.org/10.5433/2238-3018.2020v26n2p313

• Between teachers and dungeon masters: Rpg and teaching experiences in history teaching

  Brunno Manoel Azevedo Pessoa

  337-356

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  DOI: https://doi.org/10.5433/2238-3018.2020v26n2p337

• History Literacy in school hospital attendance: a subjective duty to historical knowledge

  Elder Al Kondari Messora, Amália Neide Covic

  357-373

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  DOI: https://doi.org/10.5433/2238-3018.2020v26n2p357

• The research on games as a didactic tool in the field of history teaching in Brazil: the state of art

  Lucas Victor Silva, Marcello Paniz Giacomoni, Paulo Henrique Penna de Oliveira, Maurício Clipes Cunha

  374-399

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  DOI: https://doi.org/10.5433/2238-3018.2020v26n2p374

História da Educação

• Comments on the teaching of the History of Education in the teaching course at UEPG (1963-2012)

  Névio Campos

  401-430

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  DOI: https://doi.org/10.5433/2238-3018.2020v26n2p401

• The republican civic ideal of the public school of Paraná in the A Escola magazine

  Ariele Aline Teixeira Ortiz, Gisele Ferraz, Maria Julieta Weber Cordova

  431-448

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  DOI: https://doi.org/10.5433/2238-3018.2020v26n2p431

• Modernization by public instrucction: The brazilian education from 1841 to 1889, from Serro/MG

  Danilo Arnaldo Briskievicz

  449-475

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  DOI: https://doi.org/10.5433/2238-3018.2020v26n2p449

• The guidelines on professional education in the journal of teaching of Rio Grande do Sul in 1972

  Simôni Costa Monteiro Gervasio, Alessandro Carvalho Bica, Daren Chaves Severo dos Santos

  476-496

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  DOI: https://doi.org/10.5433/2238-3018.2020v26n2p476

• History of Special Education in Brazil (1854-1956): the intelligence in relation to public and private health iniciatives

  Alice Marc

  497-518

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.5433/2238-3018.2020v26n2p497

• Conceptual maps as learning facilitators

  Lincoln Mansur Coelho, Adílio Jorge Marques

  520-539

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  DOI: https://doi.org/10.5433/2238-3018.2020v26n2p520

Laboratório (artigo)

• History teaching and heritage education in Rio Grande/RS: proposition of activities in the “scale game”

  Matheus Balbueno Pinto

  541-558

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  DOI: https://doi.org/10.5433/2238-3018.2020v26n2p541

Expediente

• Expediente

  560-561

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