Vol. 43 No. 2 (2017)

Published: 2017-04-01

Editorial

  • Educative processes and the formation of individuals today

    Bruno Bontempi Jr, Emerson de Pietri
    301-309
    DOI: https://doi.org/10.1590/s1517-970220174302001

Interview

  • Individualization and processes of identity construction today: the perspective of François de Singly

    Teresa Cristina Rego, José Geraldo Vinci de Moraes
    585-617
    DOI: https://doi.org/10.1590/s1517-97022017430200201

Articles

  • Life experiences of pre-service teachers undertaking a bachelor of sciences and education program

    Marcela Gaete Vergara, Johanna Camacho González
    341-356
    DOI: https://doi.org/10.1590/s1517-9702201609146976

  • The principle of situated practice in literacy learning: students’ perspectives

    Íris Susana Pires Pereira
    393-410
    DOI: https://doi.org/10.1590/s1517-9702201702153387

  • The impact of a visual language for learning to learn together on Brazilian students

    Deller James Ferreira, Kelly Ruas, Vivian Laís Barreto, Tatiane F. N. Melo, Mariana Soller Ramada, Rupert Wegerif
    427-451
    DOI: https://doi.org/10.1590/s1517-9702201604145153

  • Reflections in a community of practice on impossible triangles in mathematics classes

    Luis Alexander Conde Solano, Sandra Evely Parada Rico, Jorge Enrique Fiallo Leal
    453-466
    DOI: https://doi.org/10.1590/s1517-9702201611150509

  • What texts do first-year Psychology students read?

    María Micaela Villalonga Penna, Constanza Padilla
    515-533
    DOI: https://doi.org/10.1590/s1517-9702201610150998

  • A synchronic analysis of university governance: a theoretical view of the sixties and seventies

    Francisco Ganga, Juan Quiroz, Paulo Fossatti
    553-568
    DOI: https://doi.org/10.1590/s1517-9702201608135289

  • Industry and University: international and interinstitutional cooperation and the role of student mobility in the German innovation system

    Joaquim Carlos Racy, Everton de Almeida Silva
    569-584
    DOI: https://doi.org/10.1590/s1517-9702201608146243

  • Didactic of the middle: learning and example

    Lisete Bampi, Gabriel Dummer Camargo
    327-340
    DOI: https://doi.org/10.1590/s1517-9702201608142140

  • Arrastão or lagarteado? Dynamics of teaching at Fundação Casa

    Mauricio Bacic Olic
    357-377
    DOI: https://doi.org/10.1590/s1517-97022016133882

  • Dialogues in delay: speculations about a whole other temporality of the pedagogical encounter

    Julio Groppa Aquino
    311-326
    DOI: https://doi.org/10.1590/s1517-9702201608146649

  • Argumentation in classroom and its metacognitive potential as a way to an STS approach to teaching chemistry: an analytical proposal

    Sylvia De Chiaro, Kátia Aparecida da Silva Aquino
    411-426
    DOI: https://doi.org/10.1590/s1517-9702201704158018

  • Evolution of the didactic and educational profile of engineering professors

    André Luiz Molisani
    467-482
    DOI: https://doi.org/10.1590/s1517-9702201608149237

  • The teaching of didactics and the teacher trainer’s role from the perspective of Visual Arts teaching students

    Giseli Barreto da Cruz, Priscila Andrade Magalhães
    483-498
    DOI: https://doi.org/10.1590/s1517-9702201701156893

  • The contributions of George Snyders for university pedagogy

    Renata de Almeida Vieira, Maria Isabel de Almeida
    499-514
    DOI: https://doi.org/10.1590/s1517-9702201605141169

  • Analysis of the difficulties of preservice teachers of chemistry when critically reading a press article

    Márcia Gorette Lima da Silva, Conxita Marquez Bargalló, Begonya Oliveras Prat
    535-552
    DOI: https://doi.org/10.1590/s1517-9702201704161715

  • The teaching of literature: towards a consolidation of the field

    Felipe Munita
    379-392
    DOI: https://doi.org/10.1590/s1517-9702201612151751