Vol. 13 No. 1 (2020): CURRICULUM: creations and (re) insurgency

Presentation

PRESENTATION - Curriculum: creations and (re) insurgency

Rafael Marques Gonçalves, Rosanne Evangelista Dias

1-3
- PDF (Português (Brasil))
DOI: https://doi.org/10.22478/ufpb.1983-1579.2020v13n1.51824

Continuous demand

EDUCATIONAL POLICIES OF DIDACTIC BOOKS IN BRAZIL AND COLOMBIA a post-colonial studies view

Aline Renata dos Santos, Janssen Felipe da Silva

138-152
- PDF (Português (Brasil))
DOI: https://doi.org/10.22478/ufpb.1983-1579.2020v13n1.46648
ETHNOMATEMATICS AND THE CURRICULUM learning in the context of a mathematic game

Filomena Maria Cordeiro Moita, Leandro Mario Lucas

153-163
- PDF (Português (Brasil))
DOI: https://doi.org/10.22478/ufpb.1983-1579.2020v13n1.43974
IMMIGRANTS AND REFUGEES IN BRAZIL an analysis on schooling, curriculum and inclusion

Giovani Giroto, Ercília Maria Angeli Teixeira de Paula

164-175
- PDF (Português (Brasil))
DOI: https://doi.org/10.22478/ufpb.1983-1579.2020v13n1.43867
THE BASE NACIONAL COMUM CURRICULAR E O USO DAS TECNOLOGIAS NA EDUCAÇÃO MATEMÁTICA discourses of curricular reform

Matheus dos Santos Souza, Marcelo de Oliveira Dias

233-251
- PDF (Português (Brasil))
DOI: https://doi.org/10.22478/ufpb.1983-1579.2020v13n1.43640
ENVIRONMENTAL DISCOURSES IN RIO DE JANEIRO STATE EAST METROPOLITAN AREA an analysis of curricular documents

Ana Paula de Sousa da Silva Melila, Maria Cristina Ferreira dos Santos

194-208
- PDF (Português (Brasil))
DOI: https://doi.org/10.22478/ufpb.1983-1579.2020v13n1.42441
PERSPECTIVES OF EMANCIPATION IN PEDAGOGICAL AND CURRICULAR PRACTICE between theories and discourses

Elisandra de Souza Peres, José Carlos Bernardino Morgado

209-225
- PDF (Português (Brasil))
DOI: https://doi.org/10.22478/ufpb.1983-1579.2020v13n1.41990
REGULATORY FRAMEWORKS AND THE IMPLICATIONS IN THE ORGANIZATION OF THE CURRICULUM FOR BRAZILIAN CHILD EDUCATION

Joseane da Silva Miller Rodrigues, Noemi Boer, Fernanda Marquezan

226-240
- PDF (Português (Brasil))
DOI: https://doi.org/10.22478/ufpb.1983-1579.2020v13n1.41599
CURRICULUMS OF INITIAL TEACHER TRAINING AND THE LACK OF PREPARATION TO HANDLE BULLYING AT SCHOOL

Catarina Carneiro Gonçalves, Fernando Cézar Bezerra de Andrade

241-252
- PDF (Português (Brasil))
DOI: https://doi.org/10.22478/ufpb.1983-1579.2020v13n1.40718

Articles

INTERCULTURALITY AS AN EMERGING DISCOURSE IN THE CURRICULAR REFORMS OF MEXICAN BASIC EDUCATION

Ana Laura Gallardo Gutiérrez

4-16
- PDF (Português (Brasil))
DOI: https://doi.org/10.22478/ufpb.1983-1579.2020v13n1.51546
The THE CURRICULUM IN TRANSMODERN SPACES the implicit, significant and emergent of transcompleja patrimonial education

Milagros Elena Rodriguez

17-31
- PDF (Português (Brasil))
DOI: https://doi.org/10.22478/ufpb.1983-1579.2020v13n1.50434
SCHOOL CURRICULUM AND SCHOOL PRACTICES OF TEACHERS ON CULTURAL KNOWLEDGE OF BRAGANTINA AMAZON

Deyverson Luener de Oliveira Ferreira, Ana Paula Vieira de Souza

32-46
- PDF (Português (Brasil))
DOI: https://doi.org/10.22478/ufpb.1983-1579.2020v13n1.51278
INTERCULTURAL CURRICULUM construction experience with the Huni Kuin people

Valda Inês Fontenele Pessoa, Lucia de Fatima Melo

47-57
- PDF (Português (Brasil))
DOI: https://doi.org/10.22478/ufpb.1983-1579.2020v13n1.50753
CURRICULUM IN VIRTUAL POSTS PIBID and the storms at the training site

Claudia Maria Felicio Ferreira Tomé, Maria do Socorro dos Santos

58-71
- PDF (Português (Brasil))
DOI: https://doi.org/10.22478/ufpb.1983-1579.2020v13n1.50920
CURRICULUMS, EVERYDAY (S) AND INTERSECTIONALITY for a curriculum-(r)existence

Wenderson Silva Oliveira, Isabel Maria Sabino de Farias

72-83
- PDF (Português (Brasil))
DOI: https://doi.org/10.22478/ufpb.1983-1579.2020v13n1.50701
FULL-TIME EDUCATION IN THE CURRICULUM OF IFMG’S INTEGRATED HIGH SCHOOL

Katia Regina de Sá, Marcos Garcia Neira

84-97
- PDF (Português (Brasil))
DOI: https://doi.org/10.22478/ufpb.1983-1579.2020v13n1.50698
THE SENSES OF TEACHER IN THE CONTINUING TRAINING POLICIES FOR LITERACY the discursive context of its emergence

Marize Peixoto da Silva Figueiredo

98-109
- PDF (Português (Brasil))
DOI: https://doi.org/10.22478/ufpb.1983-1579.2020v13n1.50695
RESIST CRYSTALLIZED KNOWLEDGE TO PRODUCE OTHERING RESULTS IN THE CURRICULUM

Danilo Araujo de Oliveira, Anderson Ferrari

110-122
- PDF (Português (Brasil))
DOI: https://doi.org/10.22478/ufpb.1983-1579.2020v13n1.50417
BETWEEN GOING AND COMING experiences of moving curricula in rural high school

Adelson Dias de Oliveira

123-137
- PDF (Português (Brasil))
DOI: https://doi.org/10.22478/ufpb.1983-1579.2020v13n1.51797

Vol. 13 No. 1 (2020): CURRICULUM: creations and (re) insurgency

Presentation

PRESENTATION - Curriculum: creations and (re) insurgency

Continuous demand

EDUCATIONAL POLICIES OF DIDACTIC BOOKS IN BRAZIL AND COLOMBIA a post-colonial studies view

ETHNOMATEMATICS AND THE CURRICULUM learning in the context of a mathematic game

IMMIGRANTS AND REFUGEES IN BRAZIL an analysis on schooling, curriculum and inclusion

THE BASE NACIONAL COMUM CURRICULAR E O USO DAS TECNOLOGIAS NA EDUCAÇÃO MATEMÁTICA discourses of curricular reform

ENVIRONMENTAL DISCOURSES IN RIO DE JANEIRO STATE EAST METROPOLITAN AREA an analysis of curricular documents

PERSPECTIVES OF EMANCIPATION IN PEDAGOGICAL AND CURRICULAR PRACTICE between theories and discourses

REGULATORY FRAMEWORKS AND THE IMPLICATIONS IN THE ORGANIZATION OF THE CURRICULUM FOR BRAZILIAN CHILD EDUCATION

CURRICULUMS OF INITIAL TEACHER TRAINING AND THE LACK OF PREPARATION TO HANDLE BULLYING AT SCHOOL

Articles

INTERCULTURALITY AS AN EMERGING DISCOURSE IN THE CURRICULAR REFORMS OF MEXICAN BASIC EDUCATION

The THE CURRICULUM IN TRANSMODERN SPACES the implicit, significant and emergent of transcompleja patrimonial education

SCHOOL CURRICULUM AND SCHOOL PRACTICES OF TEACHERS ON CULTURAL KNOWLEDGE OF BRAGANTINA AMAZON

INTERCULTURAL CURRICULUM construction experience with the Huni Kuin people

CURRICULUM IN VIRTUAL POSTS PIBID and the storms at the training site

CURRICULUMS, EVERYDAY (S) AND INTERSECTIONALITY for a curriculum-(r)existence

FULL-TIME EDUCATION IN THE CURRICULUM OF IFMG’S INTEGRATED HIGH SCHOOL

THE SENSES OF TEACHER IN THE CONTINUING TRAINING POLICIES FOR LITERACY the discursive context of its emergence

RESIST CRYSTALLIZED KNOWLEDGE TO PRODUCE OTHERING RESULTS IN THE CURRICULUM

BETWEEN GOING AND COMING experiences of moving curricula in rural high school

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Vol. 13 No. 1 (2020): CURRICULUM: creations and (re) insurgency

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Continuous demand

Articles

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