Vol. 39 No. 4 (2013)

View Vol. 39 No. 4 (2013)
Published: 2013-12-01

Editorial

  • EDITORIAL

    Maria Angela Borges Salvadori, Maria Letícia Barros Pedroso Nascimento
    835-840
    DOI: https://doi.org/10.1590/S1517-97022013000400001

Interview

Articles

  • From abyssal thinking to the ecology of knowledge in school: reflections on an experience of collaboration

    Marco Túlio de Urzêda-Freitas
    843-858
    DOI: https://doi.org/10.1590/S1517-97022013005000022

  • Learning of teaching in a collaborative group: children's stories and mathematics

    Ana Paula Gestoso de Souza, Rosa Maria Moraes Anunciato de Oliveira
    859-874
    DOI: https://doi.org/10.1590/S1517-97022013005000020

  • Education in reverse: Problematizing inverted symmetry in continuing education for teachers

    Adolfo Samuel de Oliveira, Belmira Oliveira Bueno
    875-890
    DOI: https://doi.org/10.1590/S1517-97022013005000011

  • Developing self-understanding in pedagogical stances: making explicit the implicit among new lecturers

    Carolina Guzmán-Valenzuela, Ronald Barnett
    891-906
    DOI: https://doi.org/10.1590/S1517-97022013000400005

  • Discriminated teachers: a study of male teachers in the early grades of primary school

    Amanda Oliveira Rabelo
    907-925
    DOI: https://doi.org/10.1590/S1517-97022013005000004

  • Nine-year elementary school in Brazil: legal and pedagogical actions in official documents

    Jonathas de Paula Chaguri, Neiva Maria Jung
    927-942
    DOI: https://doi.org/10.1590/S1517-97022012005000023

  • Childhood and education: new studies and old dilemmas of educational research

    Eloísa Acires Candal Rocha, Márcia Buss-Simão
    943-954
    DOI: https://doi.org/10.1590/S1517-97022013005000018

  • Incarcerated schooling: an analysis based the representations of prisoners from the the prison of Uberlandia (MG)

    Carolina Bessa Ferreira de Oliveira
    955-968
    DOI: https://doi.org/10.1590/S1517-97022013005000017

  • School as both a social and educational path for incarcerated adolescents

    Andréa Sandoval Padovani, Marilena Ristum
    969-984
    DOI: https://doi.org/10.1590/S1517-97022013000400010

  • The establishment of Colégio Pedro II and its impact on the formation of secondary public teaching in Brazil

    Ana Waleska P. C. Mendonça, Ivone Goulart Lopes, Jefferson da Costa Soares, Luciana Borges Patroclo
    985-1000
    DOI: https://doi.org/10.1590/S1517-97022013000400011

  • Learning to unlearn: Machado de Assis and the pedagogy of choice

    Rogério de Almeida
    1001-1016
    DOI: https://doi.org/10.1590/S1517-97022013000400012

  • Religion as social curriculum: education, values and Islam in Europe

    Vicente Javier Llorent García, Carolina Ivanescu
    1017-1028
    DOI: https://doi.org/10.1590/S1517-97022013000400013

  • Drawings and voices in the teaching of geography: the plurality of favelas through the eyes of children

    Juliana Maddalena Trifilio Dias
    1029-1048
    DOI: https://doi.org/10.1590/S1517-97022013005000023

  • Governmentality and the genealogy of politics

    Colin Gordon
    1049-1065
    DOI: https://doi.org/10.1590/S1517-97022013000400015