Vol. 23 No. 53 (2022): Reflexões histórico-educativas sobre formação docente: os 130 anos da Escola Normal Catarinense

Published: 2022-12-09

Editorial

• Editorial

  Lourival José Martins Filho

  01 - 03

  • pdf (Português (Brasil))

Apresentação

• Apresentação

  Mônica Teresinha Marçal, Ana Paola Sganderla, Diana Carvalho de Carvalho

  04 - 11

  • pdf (Português (Brasil))

Dossiê

• Normal students, public school education and elite culture: the context of the Escola Normal Catharinense of 1892

  Marlete dos Anjos Silva Schaffrath

  12 - 33

  • pdf (Português (Brasil))

• Educational reforms, teacher education and schooling of the catarinense children (1910-1928): “the base is grounded on normal school”

  Solange Aparecida de Oliveira Hoeller; Gizele de Souza

  34 - 59

  • pdf (Português (Brasil))

• “There are no reforms without regrets”: ensiones entre Orestes Guimarães y la Congregación de la Escuela Normal de Santa Catarina con motivo de la reforma de 1911

  Gladys Mary Ghizoni Teive

  60 - 86

  • pdf (Português (Brasil))

• Training projects for Santa Catarina's elementary school teachers in the 1930's and 1940's

  Leziany Silveira Daniel, Elaine Aparecida Teixeira Pereira , Maria das Dores Daros

  87 - 111

  • pdf (Português (Brasil))

• The medical and hygienist discourse on childhood in the teacher training in the early decades of the 20th Century in the state of Santa Catarina

  Monica Teresinha Marçal , Ana Paola Sganderla, Diana Carvalho de Carvalho

  112 - 138

  • pdf (Português (Brasil))

• Conceptions of childhood and childrenin the19thCentury: what guides the “Manual para os jardins de infância”toteachers?

  Keila Cristina Arruda Villamayor Gonzalez

  139 - 160

  • pdf (Português (Brasil))

• A history of readings for the training of Paraná teachers (1900-1980)

  Roberlayne de Oliveira Borges Roballo

  161 - 185

  • pdf (Português (Brasil))

Entrevista

• Interview with researcher Maria das Dores Daros

  Maria das Dores Daros

  • HTML (Português (Brasil))

Artigo

• Pedagogical authority and technological authority: concepts for a diagnosis of the present time

  Leonardo Henrique Brandão Monteiro

  186 - 216

  • pdf (Português (Brasil))

• The configuration of teaching and learning relationships and the exercise of teaching in neoliberal Brazil

  Audrei Rodrigo Pizolati

  217 - 245

  • pdf (Português (Brasil))

• School curriculum: cultural selection and didactic redesigning

  André Mendes Salles

  246 - 263

  • pdf (Português (Brasil))

• Discovering, exploring, imagining: the influence of music on child development

  Estefânia Silva Monteiro, António José Pacheco Ribeiro

  264 - 284

  • pdf (Português (Brasil))

• Festivities in the quotidian of Farroupilha School Group: the case of the Wing Week (Farroupilha/RS, 1940-1944)

  Terciane Ângela Luchese, Cassiane Curtarelli Fernandes

  285 - 310

  • pdf (Português (Brasil))

• The place of education of baby and very young children in ethnic-racial discussions: a panorama of ANPed research (2001-2017)

  Raiza Fernandes Bessa de Oliveira

  311 - 332

  • pdf (Português (Brasil))

• What is reading in literacy? First approximations to the official documents – BNCC (2017) and curriculum basic of the territory of Santa Catarina (2019)

  Marcia Nagel Cristofolini, Rosângela Pedralli

  333 - 360

  • pdf (Português (Brasil))

• The focus group and the pilot diagnosis in literacy classes: between goals and challenges

  Samuel Luis Velázquez Castellanos, Andréia Vaz Cunha de Sousa

  361 - 391

  • pdf (Português (Brasil))

Resenha

• 

  Review of the book “Democracia em tempos difíceis: interdisciplinaridade, política e subjetividades”

  Sara da Silva Böger

  392 - 399

  • pdf (Português (Brasil))