Vol. 4 No. 2 (2019): v.4, n.2, abr./jun. (2019) Dossiê: Formação docente: história, atualidade e repercussões para o ensino

Published: 2019-01-31

Editorial

Dossier presentation teacher training: history, update and repercussions for teaching

Amanda Oliveira Rabelo

1-10
- PDF (Português (Brasil))

Artigos

Access and teaching space occupation by women in elementary school in Brazil and Portugal

Amanda Oliveira Rabelo

11-75
- PDF (Português (Brasil))
Curricula, programmes and praxis a comparative study of two initial teacher education programmes in Portugal and Sweden within the scope of the Bologna process

Filomena Rodrigues, Maria João Mogarro

76-97
- PDF (Português (Brasil))
Interdisciplinarity and teacher training brief considerations

Conceição Solange Bution Perin, Silvana Malavasi

98-112
- PDF (Português (Brasil))
Challenges of PARFOR program construction of meanings in the pedagogy course

Rosana Aparecida Ferreira Pontes, Marly Saba Moreira, Cláudia Renata dos Santos Barros

113-130
- PDF (Português (Brasil))
The teaching training in pedagogy some reflections around their possibilities and challenges

Maria Clarisse Vieira

131-148
- PDF (Português (Brasil))
Teacher training at high school and university level teacher perspectives on their teaching experience

Helenice Maia

149-168
- PDF (Português (Brasil))
Teacher education aspects of a process in construction

Marcia Helena Sauaia Guimarães Rostas

169-185
- PDF (Português (Brasil))
Cycle (s) and continued teacher training the macro and mesosocial perspectives of analysis of an educational management

Elisangela da Silva Bernado

186-207
- PDF (Português (Brasil))
Educational toys and playful materials associated with literacy in teachers training

Ana Maria Pessanha

208-221
- PDF (Português (Brasil))