Vol. 19 No. 2 (2013)

• Editorial

  Márcia Elisa Teté Ramos

  05-06

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.5433/2238-3018.2013v19n2p05

Artigos

• History in high school in Argentina of today: notes about the operation of a school discipline

  Maria Paula Gonzàlez

  07-22

  • PDF (Español (España))

  DOI: https://doi.org/10.5433/2238-3018.2013v19n2p07

• Music and school culture: Listening individual, expressionless body and culture of silence

  Milton Joeri Fernandes Duarte

  23-38

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.5433/2238-3018.2013v19n2p23

• The history of and at Ceará: a methodological reflection on the didactic books (1889 - 1940)

  Fátima Maria Leitão Araújo

  39-57

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.5433/2238-3018.2013v19n2p39

• Education sheet and teaching of history: potential of use of documentation archival

  Elisgardenia Oliveira Chaves

  59-85

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.5433/2238-3018.2013v19n2p59

• Education, the teaching of history and the minimum curriculum of the Rio de Janeiro: resume writing, in action and training of teachers

  Thiago Rodrigues Nascimento

  87-114

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.5433/2238-3018.2013v19n2p87

• Scenarios revolutionary stage: reflections on historical consciousness and social transformation in expectation of high school students

  Chrystian Wilson Pereira

  115-130

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.5433/2238-3018.2013v19n2p115

• The memory about the “pioneer” How the names of streets and public buildings legitimate the discourse of “pioneerism”

  Cássio Augusto Samogin Almeida Guilherme

  131-144

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.5433/2238-3018.2013v19n2p131

• Use of images on the teaching of history: An example with the paintings of Peter Weingärtner

  Cyanna Missaglia de Fochesatto

  145-162

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.5433/2238-3018.2013v19n2p145

Autor(a) Convidado(a)

• History, memory and Francoism

  Carlos Barros

  163-192

  • PDF (Español (España))

  DOI: https://doi.org/10.5433/2238-3018.2013v19n2p163

• Intencionality, objectivity, multiperspectivity: Contributions to research learning history of young out of historical films

  Éder Cristiano de Souza

  193-219

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.5433/2238-3018.2013v19n2p193

• Some considerations about the classical education in Victorian England

  Renata Cerqueira Barbosa

  221-240

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.5433/2238-3018.2013v19n2p221

• The study of the new-christians in the colonial brazil under the view of the israeli schools: case study

  Helena Ragusa

  241-259

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.5433/2238-3018.2013v19n2p241

• Students of youth and adult education (yae) and the history: between meanings and representations

  Wilian Bonete

  261-284

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.5433/2238-3018.2013v19n2p261

Laboratório (artigo)

• History teaching for children from initial grades: discussions and challenges in the development of historical knowledge

  Eliane Aparecida Candoti

  285-301

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.5433/2238-3018.2013v19n2p285

• Processes of metacognition and historical signification: three videos produced by high school first year students from UFSC’s Colégio de Aplicação

  Alexandre Pedro de Medeiros

  303-323

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.5433/2238-3018.2013v19n2p303

• Working on the “difference” issue in the classroom: students perceptions about the nazis conceptions in the xxth and xxist centuries

  Lucas Werlang Girardi, Maria Luiza Galle Lopedote

  325-341

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.5433/2238-3018.2013v19n2p325

Expediente

• Expediente n. 19, v. 2 (2013)

  343

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.5433/2238-3018.2013v19n2p343