Vol.10, N.2 (2017) NATIONAL CURRICULUM GUIDELINES FOR THE COURSE OF PEDAGOGY: a decade of policies and training experiences in Brazil

View Vol.10, N.2 (2017) NATIONAL CURRICULUM GUIDELINES FOR THE COURSE OF PEDAGOGY: a decade of policies and training experiences in Brazil
Published: 2017-08-31

Presentation

  • PRESENTATION

    José Leonardo Rolim de Lima Severo
    158-160
    DOI: https://doi.org/10.15687/rec.v10i2.35891

Articles

  • PEDAGOGY amidst resistance and insistence

    Maria Amélia do Rosário Santoro Franco
    161-173
    DOI: https://doi.org/10.15687/rec.v10i2.35361

  • PEDAGOGY IN THE PEDAGOGY COURSES? the absence and impacts on pedagogical work

    Liliana Soares Ferreira
    174-190
    DOI: https://doi.org/10.15687/rec.v10i2.35504

  • PEDAGOGY STUDIES AT THE SPANISH UNIVERSITY: valuing the past, attending to the present, projecting the future

    Encarnación Sánchez Lissen, Martín Sánchez Franco
    191-212
    DOI: https://doi.org/10.15687/rec.v10i2.35426

  • the teaching of pedagogy in Mexico

    Alfredo Furlán, Julio Ubiidxa Rios Peña
    213-230
    DOI: https://doi.org/10.15687/rec.v10i2.35909

  • The study plans of the Pedagogy career in Mexico. A historical-curricular journey

    Zaira Navarrete-Cazales
    231-243
    DOI: https://doi.org/10.15687/rec.v10i2.35621

  • The PEDAGOGY COURSE IN BRAZIL from specific training to general training

    Suzane da Rocha Vieira Gonçalves
    244-258
    DOI: https://doi.org/10.15687/rec.v10i2.35393

  • From Teaching as the pedagogue's identity and the different professional attributions proposed by DCNP -2006

    Aline Daiane Nunes Mascarenhas, Cristina d' Ávila
    259-271
    DOI: https://doi.org/10.15687/rec.v10i2.35474

  • TRAINING TRAINING perspectives for teaching in Early Childhood Education

    Valdete Côco, Luciana Galdino, Marle Aparecida Fidéles de Oliveira Vieira
    272-289
    DOI: https://doi.org/10.15687/rec.v10i2.35502

  • The PEDAGOGY AND EDUCATION IN SCHOOL AND NON-SCHOOL SPACES IN UNICENTRO / PARANÁ a curricular construction based on educational policies

    Suzete Terezinha Orzechowski
    290-309
    DOI: https://doi.org/10.15687/rec.v10i2.35144

  • Between meanings and meanings of the translation of the National Curricular Guidelines for Pedagogy (DCNS) in MT

    Silvana Alencar Silva, Ozerina Victor Oliveira
    310-326
    DOI: https://doi.org/10.15687/rec.v10i2.35460

  • Ten years of a pedagogy course in construction

    Renata Maria Moschen Nascente, Alessandra Arce Hai, Heloísa Chalmers Sisla
    327-343
    DOI: https://doi.org/10.15687/rec.v10i2.35479

  • The pedagogy course at Vale do Mamanguape in the context of current national curriculum guidelines

    Evelyn Fernandes Azevedo Faheina, Francisca Terezinha Oliveira Alves
    344-355
    DOI: https://doi.org/10.15687/rec.v10i2.35588

Continuous demand

  • SOCIO-EDUCATIONAL SYSTEM IN THE STATE OF PARAÍBA advances and challenges

    Gilvaneide Nunes da Silva, Gabriel dos Santos Gomes
    DOI: https://doi.org/10.22478/ufpb.1983-1579.2017v10n2.43981