Vol. 43 No. 1 (2017)

Published: 2017-03-01

Editorial

  • Editorial

    Rosângela Gavioli Prieto
    7-13
    DOI: https://doi.org/10.1590/s1517-970220174301001

Interview

  • Inclusive education and its challenges:a conversation with David Rodrigues

    Cássia Geciauskas Sofiato, Carla Biancha Angelucci
    283-295
    DOI: https://doi.org/10.1590/s1517-97022017430100201

Articles

  • Teacher education courses (Pedagogy):weaknesses in the basic training of a teacher

    Selma Garrido Pimenta, José Cerchi Fusari, Cristina Cinto Araujo Pedroso, Umberto de Andrade Pinto
    15-30
    DOI: https://doi.org/10.1590/s1517-9702201701152815

  • Factors affecting the choice of teaching programs in Colombia

    Elias Said-Hung, Gloria Gratacós, Jorge Valencia Cobos
    31-48
    DOI: https://doi.org/10.1590/s1517-9702201701160978

  • Teacher Education: Perceptions of teachers who are entering the municipal education system in Rio de Janeiro

    Maria das Graças C. de Arruda Nascimento, Rosemary F. dos Reis
    49-64
    DOI: https://doi.org/10.1590/s1517-9702201701150846

  • Work, career, teaching development, and change in educational practice

    Claudio Pinto Nunes, Dalila Andrade Oliveira
    66-80
    DOI: https://doi.org/10.1590/s1517-9702201604145487

  • The Quality of Teacher Training under the “Parfor Presencial”

    Valdinei Costa Souza
    82-96
    DOI: https://doi.org/10.1590/s1517-9702201608150447

  • Educating reflective teachers: an approach under progress and dispute

    Andrea Ruffinelli
    97-111
    DOI: https://doi.org/10.1590/s1517-9702201701158626

  • Policies for training university professors in Sao Paulo, Brazil and Catalonia, Spain: trends and challenges

    Luciana Leandro da Silva
    113-126
    DOI: https://doi.org/10.1590/s1517-9702201701158662

  • Evaluation of digital and pedagogical literacy in ICT based on the opinions of Initial Teacher Education students

    Pedro Sandoval Rubilar, Francisco Rodriguez Alveal, Ana Carolina Maldonado Fuentes
    127-143
    DOI: https://doi.org/10.1590/s1517-9702201701154907

  • Early childhood education in São Paulo state:conditions of care and profile of children

    Fabiana Silva Fernandes, Juliana dos Reis Domingues
    145-160
    DOI: https://doi.org/10.1590/s1517-9702201701155227

  • Scenes of everyday life in early childhood education: challenges facing the integration of care and education

    Maria Aparecida Guedes Monção
    162-176
    DOI: https://doi.org/10.1590/s1517-9702201608147080

  • Schoolyards in early childhood schools: between the exposed and the hidden, marks and traces

    Maria Leonor Pio Borges de Toledo
    177-198
    DOI: https://doi.org/10.1590/s1517-9702201611150588

  • Competing Representations about how Families Educate Children (Province of Paraná, 1853-1889)

    Juarez José Tuchinski dos Anjos
    199-214
    DOI: https://doi.org/10.1590/s1517-9702201701154224

  • Education for deaf people in Brazil and Portugal: linguistic recognition, bilingualism, and teacher education policies

    Angela Nediane dos Santos, Orquídea Manuela Braga e Soares Coelho, Madalena Klein
    216-228
    DOI: https://doi.org/10.1590/s1517-9702201608148639

  • Decentralization of Deaf Education in Brazil and its Developments in the State of Espírito Santo (Brazil)

    Ednalva Gutierrez Rodrigues, Cláudia Maria Mendes Gontijo
    229-243
    DOI: https://doi.org/10.1590/s1517-9702201701154583

  • Education of people with disabilities in Rio Grande do Sul in view of the right to education

    Clarissa Haas, Mayara Costa da Silva, Alceu Ravanello Ferraro
    245-262
    DOI: https://doi.org/10.1590/s1517-9702201701157402

  • An analysis of the pedagogical project and curriculum of undergraduate licentiate programs in special education

    Patricia Santos de Oliveira, Enicéia Gonçalves Mendes
    264-279
    DOI: https://doi.org/10.1590/s1517-9702201605145723