Vol. 14 (2008)

Published: 2008-04-10

Apresentação

  • Apresentação

    Gilmar Arruda
    5-6
    DOI: https://doi.org/10.5433/2238-3018.2008v14n0p5

Artigos

  • It teach it write about history

    Ivo Matozzi
    7-28
    DOI: https://doi.org/10.5433/2238-3018.2008v14n0p7

  • The classical texts and the movement of the history

    Aroldo Alcantara de Paula Souza
    29-52
    DOI: https://doi.org/10.5433/2238-3018.2008v14n0p29

  • Conceptions of time and history teaching

    Dilma Célia Mallard Scaldaferri
    53-69
    DOI: https://doi.org/10.5433/2238-3018.2008v14n0p53

  • Learning how to read, learning how to write history: the look of the infants in the output of the historical knowledge

    Maria Auxiliadora Moreira dos Santos Schmidt, Tânia Maria Figueiredo Braga Garcia
    71-84
    DOI: https://doi.org/10.5433/2238-3018.2008v14n0p71

  • The Place of Teaching Practice, in the inicial formation of the history's teacher: a study about the UNESP history's course, Assis's campus

    Mariana Reis Feitosa
    85-94
    DOI: https://doi.org/10.5433/2238-3018.2008v14n0p85

  • What says teachers about affirmative actions program in the public university

    Lorene dos Santos, Lana Mara de Castro Siman
    95-114
    DOI: https://doi.org/10.5433/2238-3018.2008v14n0p95

  • About the culture of the time and the textbook of history

    Yara Cristina Alvim, Sonia Regina Miranda
    115-132
    DOI: https://doi.org/10.5433/2238-3018.2008v14n0p115

  • The historicals narratives produced by the students of elementary school: a exploratory study

    Osvaldo Rodrigues Júnior
    133-144
    DOI: https://doi.org/10.5433/2238-3018.2008v14n0p133

  • The historical knowledge of elemenlary series teachers: some perspectives of teaching in classroom

    Marlene Cainelli, Tiago Costa Sanches
    145-155
    DOI: https://doi.org/10.5433/2238-3018.2008v14n0p145

Expediente

  • História e Ensino, Londrina, v.14, 2008

    DOI: https://doi.org/10.5433/2238-3018.2008v14n0p