Vol. 28 No. 1 (2022)

View Vol. 28 No. 1 (2022)

Published: 2022-06-30

Expediente

Expediente e Editorial

001-008
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Apresentação

Problemizing assessment in history teaching: contributions to the debate about learning history teached evaluación
DOI: https://doi.org/10.5433/2238-3018.2022v28n1p009-017

Juliana Alves de Andrade, Marcus Bomfim

009-017
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Dossiê - Avaliação das aprendizagens em História: Práticas, Teorias e Políticas

Evaluation as a translation and subjectivation process: dialogue and conflict in history teaching
DOI: https://doi.org/10.5433/2238-3018.2022v28n1p018-034

Suzana Ribeiro

018-034
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The evaluation of historical learning: a study based on Nacional High School exams and entrance examinations
DOI: https://doi.org/10.5433/2238-3018.2022v28n1p035-057

Alessandro Monteiro, Éder Cristiano de Souza

035-057
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TV series, web-based interactions and history formative experiences: learning from the series Game of Thrones
DOI: https://doi.org/10.5433/2238-3018.2022v28n1p058-077

Társio Roberto Macedo, Roberto Sidnei Macedo

058-077
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Gamefication and evaluation in history teaching: a new methodological approach
DOI: https://doi.org/10.5433/2238-3018.2022v28n1p078-099

Bárbara Araújo Machado, Renan da Cruz Padilha Soares

078-099
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An historical learning evaluation proposal using GRADECAM
DOI: https://doi.org/10.5433/2238-3018.2022v28n1p100-134

Armando Augusto Oliveira

100-134
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Knowledge and senses about evaluation practices of reference teachers in teaching formation in history
DOI: https://doi.org/10.5433/2238-3018.2022v28n1p135-160

Augusto Ridson de Araújo Miranda, Luis Fernando Cerri, Antonio Germano Magalhães Junior

135-160
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The history notebooks: assessment of learning in initial teacher education
DOI: https://doi.org/10.5433/2238-3018.2022v28n1p161-178

Caroline Jaques Cubas

161-178
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Evaluation of history teaching in frontier place
DOI: https://doi.org/10.5433/2238-3018.2022v28n1p179-200

André Francisco Berenger de Araujo

179-200
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“Instituting” actions in schools organized in cycles and the evaluation policy in the discipline of history in the municipal network of Niterói (RJ)
DOI: https://doi.org/10.5433/2238-3018.2022v28n1p201-225

Maria de Fátima Barbosa Pires

201-225
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Between resistance, adhesions and difficulties: voices of history teachers about ENEM
DOI: https://doi.org/10.5433/2238-3018.2022v28n1p226-251

Carla Alessandra Oliveira Nascimento, Selva Guimarães

226-251
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