Vol. 16 No. 1 (2010)

Published: 2010-09-09

Editorial

Márcia Elisa Teté Ramos

5
- PDF (Português (Brasil))
DOI: https://doi.org/10.5433/2238-3018.2010v16n1p5

Artigos

Readers and readings in history lessons: teachers, students and the invention over the textbook

Jeferson Rodrigo da Silva

7-23
- PDF (Português (Brasil))
DOI: https://doi.org/10.5433/2238-3018.2010v16n1p7
What can the cinema teach about the history? ideas of young students about the relationship between films and historical learning

Éder Cristiano de Souza

25-39
- PDF (Português (Brasil))
DOI: https://doi.org/10.5433/2238-3018.2010v16n1p25
The Law nº 10639/03: between curriculum policies and practices

Rosemeire dos Santos

41-59
- PDF (Português (Brasil))
DOI: https://doi.org/10.5433/2238-3018.2010v16n1p41
Teaching history as a subdiscipline of historical science

Rafael Saddi

61-80
- PDF (Português (Brasil))
DOI: https://doi.org/10.5433/2238-3018.2010v16n1p61
The teaching of history in the series of early elementary school: a textbook of ownership

Susana Barbosa Ribeiro Bernardo

81-98
- PDF (Português (Brasil))
DOI: https://doi.org/10.5433/2238-3018.2010v16n1p81
Historical imagination and classroom: a study of case and a theoretical possibility

Rafael Aparecido Monpean, Yasmin Carli Albino

99-112
- PDF (Português (Brasil))
DOI: https://doi.org/10.5433/2238-3018.2010v16n1p99
Textbooks: study guide or practice skills? study with teachers and students of secondary education

Maria Isabel Afonso

113-126
- PDF (Português (Brasil))
DOI: https://doi.org/10.5433/2238-3018.2010v16n1p113
Meaning of history teaching laboratories of higher education institutions under the conception of history dialectical and historical education

Marilu Favarin Marin

127-141
- PDF (Português (Brasil))
DOI: https://doi.org/10.5433/2238-3018.2010v16n1p127

Expediente

História & Ensino, Londrina, v. 16, n. 1, 2010

143
- PDF (Português (Brasil))
- PDF (Português (Brasil))
DOI: https://doi.org/10.5433/2238-3018.2010v16n1p143