Vol. 38 No. 1 (2012)

View Vol. 38 No. 1 (2012)
Published: 2012-03-01

Editorial

  • Editorial

    Marí­lia Pinto de Carvalho
    7-10
    DOI: https://doi.org/10.1590/S1517-97022012000100001

Articles

  • The perverse dualism of the Brazilian public school: school of knowledge for the rich, school of social care for the poor

    José Carlos Libâneo
    13-28
    DOI: https://doi.org/10.1590/S1517-97022011005000001

  • Basic education as proposed by the National Confederation of Industry - CNI - in the 2000s

    Alessandro de Melo
    29-46
    DOI: https://doi.org/10.1590/S1517-97022011005000003

  • The intercultural curriculum discourse in the education of youngsters and adults and the production of subjectivities

    Rosângela Tenório de Carvalho
    47-61
    DOI: https://doi.org/10.1590/S1517-97022012000100004

  • Gender and children's culture: school clubinhos and the trocinhas of Bom Retiro

    Tânia Mara Cruz
    63-78
    DOI: https://doi.org/10.1590/S1517-97022012005000004

  • Educative institutions and the community faced with child maltreatment: an experience of participative action research

    María Dilia Mieles Barrera, María Victoria Gaitán Espitia, Renán Cepeda Gaitán
    79-98
    DOI: https://doi.org/10.1590/S1517-97022011005000010

  • Faculties of the soul and their implications for education: knowledges circulated in the 19th century

    Raquel Martins de Assis, Juliana de Souza Martins
    97-113
    DOI: https://doi.org/10.1590/S1517-97022012000100007

  • Contributions of argumentative rationality for addressing ethics in school

    Renato José de Oliveira
    115-130
    DOI: https://doi.org/10.1590/S1517-97022011005000005

  • The development of managerial skills in state public schools

    Veronica Bezerra de Araújo Galvão, Anielson Barbosa da Silva, Walmir Rufino da Silva
    131-148
    DOI: https://doi.org/10.1590/S1517-97022011005000002

  • Theory and practice in the education undergraduate course

    Giseli Barreto da Cruz
    149-164
    DOI: https://doi.org/10.1590/S1517-97022011005000004

  • Territorialist nationalism in school textbooks: representations of Patagonia in Argentinian military dictatorship (1966-1983)

    Jesús Jaramillo
    165-180
    DOI: https://doi.org/10.1590/S1517-97022012000100011

  • Metacognitive categories as a support of pedagogical practices

    Evelise Maria Labatut Portilho, Simone A. Souza Dreher
    181-196
    DOI: https://doi.org/10.1590/S1517-97022011005000009

  • The evolution of expected schooling in Brazil in the 20th century

    Otaviano Helene
    197-216
    DOI: https://doi.org/10.1590/S1517-97022012005000005

  • Between trajectories, sources and subjects: research in education and the use of oral history

    Rosimar Serena Siqueira Esquinsani
    217-228
    DOI: https://doi.org/10.1590/S1517-97022012005000001

  • Conceptions of validity in qualitative studies

    Leila Giandoni Ollaik, Henrique Moraes Ziller
    229-242
    DOI: https://doi.org/10.1590/S1517-97022012005000002

  • Research on education: social movements and epistemological reconstruction in a context of coloniality

    Danilo Romeu Streck, Telmo Adams
    243-258
    DOI: https://doi.org/10.1590/S1517-97022012005000003