Vol. 9 (2003)

Published: 2003-05-29

Apresentação

  • Apresentação

    Marlene Cainelli
    3-7
    DOI: https://doi.org/10.5433/2238-3018.2003v9n0p3

Artigos

  • History teaching: configurations of school knowledge

    Ana Maria F. C. Monteiro
    9-35
    DOI: https://doi.org/10.5433/2238-3018.2003v9n0p9

  • Environment and teaching of history

    Circe Maria Fernandes Bittencourt
    37-61
    DOI: https://doi.org/10.5433/2238-3018.2003v9n0p37

  • University professors that write didactic books: analysis of testimonies of contemporary brazilian authors

    Décio Gatti Júnior
    63-96
    DOI: https://doi.org/10.5433/2238-3018.2003v9n0p63

  • Pedagogic project of the national curricular parameters: national identity and historical conscience

    Ernesta Zamboni
    97-107
    DOI: https://doi.org/10.5433/2238-3018.2003v9n0p97

  • O processo do conhecimento/pesquisa no ensino de história

    Helenice Ciampi
    109-132
    DOI: https://doi.org/10.5433/2238-3018.2003v9n0p109

  • Lineas de investigación en didáctica de las ciencias sociales

    Joaquim Prats
    133-155
    DOI: https://doi.org/10.5433/2238-3018.2003v9n0p133

  • Reflections on history teaching: discussion of some propositions from Jacques Le Goff

    Joana Neves
    157-170
    DOI: https://doi.org/10.5433/2238-3018.2003v9n0p157

  • The curricular construction in the classroom

    Katia Maria Abud
    171-183
    DOI: https://doi.org/10.5433/2238-3018.2003v9n0p171

  • Cultural practices and practical school: approaches and specificities in the history teaching

    Lana Mara de Castro Siman
    185-204
    DOI: https://doi.org/10.5433/2238-3018.2003v9n0p185

  • National parties: use and didatization of the historical knowledge in the citizen's pedagogies

    Luis Fernando Cerri
    205-222
    DOI: https://doi.org/10.5433/2238-3018.2003v9n0p205

  • The historical work in the classroom

    Maria Auxiliadora Schmidt, Tânia Braga Garcia
    223-242
    DOI: https://doi.org/10.5433/2238-3018.2003v9n0p223

  • ANPUH: contributions and limits in the definitions on History teaching

    Margarida Maria Dias de Oliveira
    243-257
    DOI: https://doi.org/10.5433/2238-3018.2003v9n0p243

  • O ensino de história nas séries iniciais: cruzando as fronteiras entre a história e pedagogia

    Sandra Regina Ferreira de Oliveira
    259-272
    DOI: https://doi.org/10.5433/2238-3018.2003v9n0p259

  • Educational profession: formation and practice of history teachers in the medium teaching

    Serlei Maria Fischer Ranzi, Cláudia Regina Kawka Martins
    273-299
    DOI: https://doi.org/10.5433/2238-3018.2003v9n0p273

  • O que significa educar para a compreensão da história? um olhar a partir de um programa de avaliação educacional

    Sonia Regina Miranda
    301-323
    DOI: https://doi.org/10.5433/2238-3018.2003v9n0p301

Expediente

  • História e Ensino, Londrina, v.9, 2003

    DOI: https://doi.org/10.5433/2238-3018.2003v9n0p