Vol. 41 No. 3 (2015)

View Vol. 41 No. 3 (2015)
Published: 2015-09-01

Editorial

  • Teaching and learning processes

    Maria Isabel de Almeida
    589-597
    DOI: https://doi.org/10.1590/S1517-970220154103001

Interview

  • Migration processes and literacy in the global digital age: an interview with Catherine Vieira

    Emerson de Pietri, Aline Akemi Nagata
    807-816
    DOI: https://doi.org/10.1590/S151797022015410300201

Articles

  • Pedagogical practices of teaching-learning: amid resistances and resignations

    Maria Amélia Santoro Franco
    601-614
    DOI: https://doi.org/10.1590/S1517-9702201507140384

  • The subjective dimension of social inequality: studying life projects of rich and poor young people

    Ana Luísa de Marsilllac Melsert, Ana Merces Bahia Bock
    773-789
    DOI: https://doi.org/10.1590/S1517-9702201507135302

  • Factors associated with dropout rates in public secondary education in Minas Gerais

    Tufi Machado Soares, Neimar da Silva Fernandes, Mariana Calife Nóbrega, Alexandre C. Nicolella
    757-772
    DOI: https://doi.org/10.1590/S1517-9702201507138589

  • Aspects of resistance in teaching practice

    Almir Martins Vieira, Octavio Ribeiro de Mendonça Neto, Maria Thereza Pompa Antunes
    743-756
    DOI: https://doi.org/10.1590/s1517-97022015051679

  • What and how to observe interactions to understand teachers' educational authority

    Marisa Meza, Pilar Cox, Guillermo Zamora
    729-742
    DOI: https://doi.org/10.1590/s1517-97022015051777

  • Contextualized learning: foundations pedagogical and practices

    Maria Isabel Ferraz Festas
    713-727
    DOI: https://doi.org/10.1590/S1517-9702201507128518

  • Sociologial analysis of museum didactics: educational subjects and the dynamics of constitution of exhibition discourse

    Martha Marandino
    695-712
    DOI: https://doi.org/10.1590/S1517-9702201507133421

  • Teaching art in youth and adult education: an analysis based on the experience in Cuiabá city, Brazil

    Gustavo Cunha de Araújo, Ana Arlinda de Oliveira
    679-693
    DOI: https://doi.org/10.1590/s1517-97022015051839

  • School time and the encounter with the other: from standard rhythm to simultaneities

    Ana Sueli Teixeira de Pinho, Elizeu Clementino de Souza
    663-678
    DOI: https://doi.org/10.1590/S1517-9702201507133096

  • Concept formation by unschooled adults

    Delma Barros Filho, Ana Cecília de Sousa B. Bastos
    647-662
    DOI: https://doi.org/10.1590/S1517-9702201507130507

  • A model for teaching argumentation in science class

    Francisco Javier Ruiz Ortega, Oscar Eugenio Tamayo Alzate, Conxita Márquez Bargalló
    629-646
    DOI: https://doi.org/10.1590/S1517-9702201507129480

  • The LGBT movement and the gender and sexual diversity education policies: losses, gains and challenges

    Cláudia Pereira Vianna
    791-806
    DOI: https://doi.org/10.1590/s1517-97022015031914

  • Concept formation: comparing cognitive and cultural-historical approaches

    Gerardo Ramos Serpa, Adriana López Falcón
    615-628
    DOI: https://doi.org/10.1590/S1517-9702201507135042