Vol. 31 No. 3 (2005)

View Vol. 31 No. 3 (2005)
Published: 2005-12-01

Editorial

  • Editorial

    Marília Pinto de Carvalho
    343-344
    DOI: https://doi.org/10.1590/S1517-97022005000300001

Articles

  • The crisis of contemporary conscience and the expansion of non-cumulative knowledge

    Claudine Haroche
    347-362
    DOI: https://doi.org/10.1590/S1517-97022005000300002

  • Education, human development and cosmos

    Maurício Mogilka
    363-377
    DOI: https://doi.org/10.1590/S1517-97022005000300003

  • Representations of teaching in the pedagogic press at the Imperial Court (1870-1889): the case of the Instrução Pública

    Alessandra Frota de Schueler
    379-390
    DOI: https://doi.org/10.1590/S1517-97022005000300004

  • History of school subjects and history of education: some reflections

    Marcílio Souza Júnior, Ana Maria de Oliveira Galvão
    391-408
    DOI: https://doi.org/10.1590/S1517-97022005000300005

  • Plurilingualism and deafness: a Bakhtinian view of the history of education of deaf people

    Ana Claudia Balieiro Lodi
    409-424
    DOI: https://doi.org/10.1590/S1517-97022005000300006

  • Latency time and accuracy at reading and naming in school children: a pilot study

    Luciene Stivanin, Claudia Inês Scheuer
    425-436
    DOI: https://doi.org/10.1590/S1517-97022005000300007

Focus on: Action research on the teaching practice

  • Apresentação

    Maria Amélia Santoro Franco
    439-441
    DOI: https://doi.org/10.1590/S1517-97022005000300008

  • Action research: a methodological introduction

    David Tripp
    443-466
    DOI: https://doi.org/10.1590/S1517-97022005000300009

  • Transforming the practices to know them: action research and teaching professionalization

    Gilles Monceau
    467-482
    DOI: https://doi.org/10.1590/S1517-97022005000300010

  • The pedagogy of action research

    Maria Amélia Santoro Franco
    483-502
    DOI: https://doi.org/10.1590/S1517-97022005000300011

  • The production of knowledge in the pedagogical action research (PAR): appraisal of an experiment

    Rafael Avila Penagos
    503-519
    DOI: https://doi.org/10.1590/S1517-97022005000300012

  • Critical-collaborative action research: constructing its meaning through experiences in teacher education

    Selma Garrido Pimenta
    521-539
    DOI: https://doi.org/10.1590/S1517-97022005000300013