Vol. 15 (2009)

Published: 2009-04-02

Apresentação

  • Apresentação

    Marcia Elisa Tete Ramos
    5-8
    DOI: https://doi.org/10.5433/2238-3018.2009v15n0p5

Artigos

  • Historical literacy: the challenge for historical education in the XXI's century

    Maria Auxiliadora Schmidt
    9-21
    DOI: https://doi.org/10.5433/2238-3018.2009v15n0p9

  • The regional history teach in the first years of basic education

    Elison Antonio Paim, Jussara Odete Correa
    23-37
    DOI: https://doi.org/10.5433/2238-3018.2009v15n0p23

  • Covered ways and others: it have to discover and cover

    Ernesta Zamboni
    39-50
    DOI: https://doi.org/10.5433/2238-3018.2009v15n0p39

  • Memories and practices in history teaching and survey

    Helenice Ciampi
    51-66
    DOI: https://doi.org/10.5433/2238-3018.2009v15n0p51

  • From content to reception: the history textbook guide (2005/2008)

    Júlia Helena Simões Moreira, Júnia Sales Pereira
    67-83
    DOI: https://doi.org/10.5433/2238-3018.2009v15n0p67

  • Historical time and chronology: the known versus the taught by elementary school teachers

    Magda Madalena Tuma
    85-102
    DOI: https://doi.org/10.5433/2238-3018.2009v15n0p85

  • Cinema and history teaching: propaganda and critics in october and triumph of the will

    Marcos Silva
    103-117
    DOI: https://doi.org/10.5433/2238-3018.2009v15n0p103

  • The teaching of history, memory and cultural heritage

    Margarida Maria Dias de Oliveira
    119-130
    DOI: https://doi.org/10.5433/2238-3018.2009v15n0p119

  • History didactic book: the past ever present

    Maria Inês Sucupira Stamatto
    131-157
    DOI: https://doi.org/10.5433/2238-3018.2009v15n0p131

  • Writing and thinking historically: cognitive resources related to text production

    Maria Lima
    159-172
    DOI: https://doi.org/10.5433/2238-3018.2009v15n0p159

  • History teaching in the supervised practicum reports of the history course: expositive lessons like experimental narrative

    Marlene Rosa Cainelli
    173-181
    DOI: https://doi.org/10.5433/2238-3018.2009v15n0p173

  • Bridges, jabuticabeiras, pedagogical principles and the teaching of history

    Sandra Regina Ferreira de Oliveira
    183-196
    DOI: https://doi.org/10.5433/2238-3018.2009v15n0p183

Expediente

  • História e Ensino, Londrina, v.15, 2009

    DOI: https://doi.org/10.5433/2238-3018.2009v15n0p