Vol. 11 (2005)

Published: 2005-05-07

Apresentação

  • Apresentação

    Marlene Cainelli
    3-5
    DOI: https://doi.org/10.5433/2238-3018.2005v11n0p3

Artigos

  • Digression about education an teaching of history twenty first century

    Ernesta Zamboni
    7-23
    DOI: https://doi.org/10.5433/2238-3018.2005v11n0p7

  • Processes of construction of schoolchild historic known

    Katia Maria Abud
    25-34
    DOI: https://doi.org/10.5433/2238-3018.2005v11n0p25

  • School Knowledge and historical knowledge

    Maria Auxiliadora Schmidt
    35-49
    DOI: https://doi.org/10.5433/2238-3018.2005v11n0p35

  • Teacher training for the 21st century: dimensions of a crisis experienced

    Geni Rosa Duarte
    51-61
    DOI: https://doi.org/10.5433/2238-3018.2005v11n0p51

  • What we were, what we are and what we want to be: a reflection about teaching

    Sandra Regina Ferreira de Oliveira
    63-73
    DOI: https://doi.org/10.5433/2238-3018.2005v11n0p63

  • Transverse horizon: the spread scientific knowledge about environmental in the history didactics books

    Jozimar Paes de Almeida
    75-95
    DOI: https://doi.org/10.5433/2238-3018.2005v11n0p75

  • For a critical reading of the advertising language in classroom

    Márcia Elisa Teté Ramos
    97-113
    DOI: https://doi.org/10.5433/2238-3018.2005v11n0p97

  • The work as bedding for the transformation of the conception of time formed from the didactic book of history

    Simone Varela
    115-131
    DOI: https://doi.org/10.5433/2238-3018.2005v11n0p115

  • The war as a theme in the brazilian movies

    William Reis Meirelles
    133-142
    DOI: https://doi.org/10.5433/2238-3018.2005v11n0p133

  • The evaluation and new perspectives of learning in history

    Marisa Noda
    143-152
    DOI: https://doi.org/10.5433/2238-3018.2005v11n0p143

  • History Teaching Laboratory: challenges to rethink continuing teacher education

    Francisco C. Ferraz, Gilmar Arruda, Marlene Cainelli, William Reis Meirelles
    153-158
    DOI: https://doi.org/10.5433/2238-3018.2005v11n0p153

Expediente

  • História e Ensino, Londrina, v.11, 2005

    DOI: https://doi.org/10.5433/2238-3018.2005v11n0p