Vol. 26 No. 1 (2020)

• Editorial

  Eder Cristiano de Souza

  2-3

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Artigos

• Jörn Rüsen’s disciplinary matrix as a key to understanding the education curriculum guidelines of the state of Paraná

  Ricardo Marques de Mello

  4-19

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  DOI: https://doi.org/10.5433/2238-3018.2020v26n1p4

• History teaching brazilian public education: an analisys of the historiografic assumptions of the State Curriculum from the 1980’s

  Geyso Dongley Germinari, Flávio Jose Dalazona

  20-36

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  DOI: https://doi.org/10.5433/2238-3018.2020v26n1p20

• The historical consciousness as a potential for reading world

  Vera Lucia Trennepohl

  37-55

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  DOI: https://doi.org/10.5433/2238-3018.2020v26n1p37

• School’s contemporary historical culture: an analysis from the Rüsen's categories

  Larissa Klosowski Paula, Isabela Candeloro Campoi

  56-77

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  DOI: https://doi.org/10.5433/2238-3018.2020v26n1p56

• For a teaching of indigenous history in Mato Grosso: The chiquitan people on the Brazil / Bolivia border

  Renilson Rosa Ribeiro, Leticia Antonia de Queiroz

  78-112

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  DOI: https://doi.org/10.5433/2238-3018.2020v26n1p78

• A movieclub in the interior of the Amazon: the use of audiovisual as a practice of historical learning

  Érico Silva Muniz, Silvane da Silva e Silva

  113-133

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  DOI: https://doi.org/10.5433/2238-3018.2020v26n1p113

• The BNCC and the Paraíba State Curricular References: considerations on the teaching of history in the final years of elementary school

  Eduardo Roberto Jordão Knack, Lidiane Elizabete Friderichs

  134-159

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  DOI: https://doi.org/10.5433/2238-3018.2020v26n1p134

• Regional History and the use of information and comunication technologies (ICTS) in the classroom

  Taís Temporim de Almeida, Lourdes Madalena Gazarini Conde Feitosa, Fabio Paride Pallotta, Laís Prestes Redondo, Gabriela Isbaes, Marco Antônio de Morais Júnior

  160-180

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  DOI: https://doi.org/10.5433/2238-3018.2020v26n1p160

• "Place of Authorship": other views on the production of textbooks

  Adriana Soares Ralejo

  181-199

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  DOI: https://doi.org/10.5433/2238-3018.2020v26n1p181

• History Teaching and development of historical thinking in the initial years of fundamental education

  Eleta Carvalho Freire, Dayse Kássia Silva Amorim, Laís Almeida Souza

  200-225

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  DOI: https://doi.org/10.5433/2238-3018.2020v26n1p200

• The invisibility of brazilian black culture through the "miscegenation" speech

  Bruno Marcelo de Souza Costa, Paulo Jorge Martins Nunes, Piedade Lino Videira, Elivaldo Serrão Custódio

  226-243

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  DOI: https://doi.org/10.5433/2238-3018.2020v26n1p226

• Hybrid teaching in history classes in the final years of fundamental education: impacts and transformations in the learning process

  Samanta Trivilin Comiotto

  244-260

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  DOI: https://doi.org/10.5433/2238-3018.2020v26n1p244

• African descendant religions in history teaching: the Mojubá series, contributing for anti-racist education

  Caio Isidoro Silva

  261-281

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  DOI: https://doi.org/10.5433/2238-3018.2020v26n1p261

• The History Teaching to youth and adult education at ANPUH-Brazil (1961-2015)

  Claudia Smuk da Rocha, Iône Inês Pinsson Slongo

  332-356

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  DOI: https://doi.org/10.5433/2238-3018.2020v26n1p332

História da Educação

• Brief history of Brazil: The influence of Ratio Studiorum In the writing of father Raphael M. Galanti

  Ligia Bahia de Mendonça

  282-303

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  DOI: https://doi.org/10.5433/2238-3018.2020v26n1p282

• Journal Formação as the means of action of the Campinense Student Center (1936/1953)

  Ajanayr Michelly Sobral Santana, Lia Machado Fiuza Fialho, Charliton José dos Santos Machado

  304-331

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  DOI: https://doi.org/10.5433/2238-3018.2020v26n1p304

Expediente

• Expediente

  357

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