Vol. 35 No. 1 (2017): Formação de Professores de Ciências Sociais

Editorial Staff

Expediente

Revista Perspectiva
- PDFA (Português (Brasil))

Editor's Note

Editorial

David Antonio da Costa, Diana Carvalho de Carvalho, Eliane Santana Dias Debus

9-11
- PDFA (Português (Brasil))

Presentation

Apresentação

Nise Jinkings, Amurabi Oliveira

12-16
- PDFA (Português (Brasil))

Articles of Issues

Social Sciences Course Curriculum, the Labor Market and Teacher Education

Amaury Cesar Moraes

17-32
- PDFA (Português (Brasil))
Teacher training does a epistemological question?

Diana Estela Pipkin

33-48
- PDFA (Español (España))
Social Representations and Teaching Identity: a case study in teacher education in the social sciences at UFRN

Elda Silva do Nascimento Melo, Karla Michelle de Oliveira

49-72
- PDFA (Português (Brasil))
Articulation between University and Public School: the case of the graduate course in sociology education at UFRJ

Anita Handfas, Julia Polessa Maçaira

73-91
- PDFA (Português (Brasil))
Teacher Training for Teaching Anthropology in Brazil and Argentina

Amurabi Oliveira, Maximiliano Rúa

92-112
- PDFA (Português (Brasil))

Article Demand for Continuous

The public and private partnership and the management of education: the Gestão Nota 10 Program

Vera Maria Vidal Peroni, Luciani Paz Comerlatto

113-133
- PDFA (Português (Brasil))
Teacher accreditation in the natural sciences and mathematics in distance education courses of Federal Institutes in Brazil

Roberta Pasqualli, Marie Jane Soares Carvalho

134-160
- PDFA (Português (Brasil))
The social function of Programa Saúde na Escola: formation for new capital sociability?

Aline Fabiane Barbieri, Amélia Kimiko Noma

161-187
- PDFA (Português (Brasil))
College Vasco da Gama: notes for considering the interlinking of school cultures with sports

Carlus Augustus Jourand Correia, José Cláudio Sooma Silva, Antonio Jorge Gonçalves Soares

188-213
- PDFA (Português (Brasil))
Pedagogical documentation in the Ideas of Célestin Freinet’s

Amanda Cristina Teagno Lopes Marques, Maria Isabel de Almeida

214-236
- PDFA (Português (Brasil))
Scientific knowledge and epistemology of practice in institutional processes of educating teachers and readers

Zizi Trevizan

237-261
- PDFA (Português (Brasil))
Do boys that play with dolls become girls? Gender differences in the play of 4-5 year-old children

Rafaela Junges, Suzana Feldens Schwertner

262-282
- PDFA (Português (Brasil))
The treatment of heterogeneity in a collective pedagogy: how to create literacy teachers

Nayanne Nayara Torres da Silva, Alexsandro da Silva

283-299
- PDFA (Português (Brasil))
Early childhood education and cultural spaces: possibilities for appropriation in the city of Rio de Janeiro

Cristina Carvalho, Thamiris Lopes, Priscila Resinentti

300-322
- PDFA (Português (Brasil))
The teachers initial training and the insertion in scholastic context: a bibliometrics study

Luciana Cristina Cardoso, Daniel Mill, Maria Iolanda Monteiro

323-348
- PDFA (Português (Brasil))

Vol. 35 No. 1 (2017): Formação de Professores de Ciências Sociais

Editorial Staff

Expediente

Editor's Note

Editorial

Presentation

Apresentação

Articles of Issues

Social Sciences Course Curriculum, the Labor Market and Teacher Education

Teacher training does a epistemological question?

Social Representations and Teaching Identity: a case study in teacher education in the social sciences at UFRN

Articulation between University and Public School: the case of the graduate course in sociology education at UFRJ

Teacher Training for Teaching Anthropology in Brazil and Argentina

Article Demand for Continuous

The public and private partnership and the management of education: the Gestão Nota 10 Program

Teacher accreditation in the natural sciences and mathematics in distance education courses of Federal Institutes in Brazil

The social function of Programa Saúde na Escola: formation for new capital sociability?

College Vasco da Gama: notes for considering the interlinking of school cultures with sports

Pedagogical documentation in the Ideas of Célestin Freinet’s

Scientific knowledge and epistemology of practice in institutional processes of educating teachers and readers

Do boys that play with dolls become girls? Gender differences in the play of 4-5 year-old children

The treatment of heterogeneity in a collective pedagogy: how to create literacy teachers

Early childhood education and cultural spaces: possibilities for appropriation in the city of Rio de Janeiro

The teachers initial training and the insertion in scholastic context: a bibliometrics study

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