Vol. 20 No. 2 (2022)

Published: 2022-06-29

Editorial

Edição 20 (2) abril/junho 2022

Antonio Chizzotti, Branca Jurema Ponce, Thaís Almeida Costa

503-509
- pdf (Português (Brasil))

Artigos

The “Cátedra por Nariño” in Colombia: possibilities for an emancipatory curriculum possibilidades para um currículo emancipatório

Daisy Johana Fernández Girón, Helena Maria dos Santos Felício

510-533
- pdf (Português (Brasil))
The curricular pedagogical proposal of the indigenousletters course at the State University of Ponta Grossa-PR a decolonial reading

Diogo Bandeiro de Souza, Maria Walburga dos Santos, Rafael Romeiro Doin

534-551
- pdf (Português (Brasil))
Modern/colonial crossings on the curriculum decolonial thoughts

Marcelly Machado Cruz, Éder da Silva Silveira

552-571
- pdf (Português (Brasil))
Education post pandemic decolonial proposals to combat dehumanization

José Pascoal Mantovani

572-588
- pdf (Português (Brasil))
“Post-criticism” or critical theory updating? from “post-modern” and hybrid curriculum to critical curriculum

Júlio César Maia, Michele Silva Sacardo

589-610
- pdf (Português (Brasil))
The Prova Vrasil in children’s view the pastoral power

Karla de Oliveira Santos, Laura Cristina Vieira Pizzi

611-628
- pdf (Português (Brasil))
A study of abilities associated to the chemical knowledge presentes in the Common National Base Curriculum

Andréia Francisco Afonso, Ana Carolina Araújo da Silva, Rita de Cássia Reis, Juliana Vicini Florentino

629-645
- pdf (Português (Brasil))
The teaching history of the guidelines of the state of Paraná and the National Common Curricular Base theoretical divergences and approximations

Renata Madureira Pavan, Marlene Rosa Cainelli

646-668
- pdf (Português (Brasil))
Reading comprehension and academic performance in High School

Alessandra Figueiró Thornton, Luciana Vellinho Corso

669-693
- pdf (Português (Brasil))
Teaching of literature at the secondary level a systematic review

Nataniel Mendes, Márcia Manir Miguel Feitosa, Maria Altina da Silva Ramos

694-716
- pdf (Português (Brasil))
The professional development of high school teachers challenges and perspectives

Cíntia Régia Rodrigues, Valéria Contrucci de Oliveira Mailer

717-734
- pdf (Português (Brasil))
Possible (im) dialogues when the curriculum meets intolerance

Carmen Tereza Velanga, Carlos Alberto Bosquê Junior, Melissa Velanga Moreira

735-758
- pdf (Português (Brasil))
Paulo Freire in the CNPq Education area research groups the constitution of intellectual sociability networks

Fernanda dos Santos Paulo, Mônica Tessaro

759-782
- pdf (Português (Brasil))
Clicks, words and images writing in a telecentro in a quilombola Community

Maria Jacy Maia Velloso, Maria Lúcia Castanheira

783-808
- pdf (Português (Brasil))
Use of discursive textual analysis to identify educational practices mediated by technologies

Hyan da Silva Cardoso dos Santos, Leide Costa Pereira dos Reis, Marlúbia Corrêa De Paula, Flaviana dos Santos Silva

809-825
- pdf (Português (Brasil))
Teachers' perception about the curriculum in practice in a medical course

Maria Valéria Pavan, Maria Helena Senger, Waldemar Marques

826-844
- pdf (Português (Brasil))
Education for University Teatching a project in Stricto Sensu Postgraduate

Marcos Tarciso Masetto, Silvana Alves Freitas

845-867
- pdf (Português (Brasil))
Challenges of fragmented teaching the reality of teachers working in areas for which they have no training

Sandro de Castro Pitano, Camila Tatiane Silveira Alves

868-892
- pdf (Português (Brasil))
Teaching responsibilization and professionalization of the workforce needs of the structural crisis of capital

Ana Paula Monteiro de Carvalho, José Deribaldo Gomes dos Santos, Maria das Dores Mendes Segundo

893-922
- pdf (Português (Brasil))
Own identity of undergraduate teaching training degree courses a look from the normative instructions of CNE (2002-2019)

Danielle Camelo, José Batista Neto

923-947
- pdf (Português (Brasil))

Agradecimentos

Edição 20 (2) abril/junho 2022

Márcia Maria Rodrigues Uchôa

948-949
- pdf (Português (Brasil))

Vol. 20 No. 2 (2022)

Editorial

Edição 20 (2) abril/junho 2022

Artigos

The “Cátedra por Nariño” in Colombia: possibilities for an emancipatory curriculum possibilidades para um currículo emancipatório

The curricular pedagogical proposal of the indigenousletters course at the State University of Ponta Grossa-PR a decolonial reading

Modern/colonial crossings on the curriculum decolonial thoughts

Education post pandemic decolonial proposals to combat dehumanization

“Post-criticism” or critical theory updating? from “post-modern” and hybrid curriculum to critical curriculum

The Prova Vrasil in children’s view the pastoral power

A study of abilities associated to the chemical knowledge presentes in the Common National Base Curriculum

The teaching history of the guidelines of the state of Paraná and the National Common Curricular Base theoretical divergences and approximations

Reading comprehension and academic performance in High School

Teaching of literature at the secondary level a systematic review

The professional development of high school teachers challenges and perspectives

Possible (im) dialogues when the curriculum meets intolerance

Paulo Freire in the CNPq Education area research groups the constitution of intellectual sociability networks

Clicks, words and images writing in a telecentro in a quilombola Community

Use of discursive textual analysis to identify educational practices mediated by technologies

Teachers' perception about the curriculum in practice in a medical course

Education for University Teatching a project in Stricto Sensu Postgraduate

Challenges of fragmented teaching the reality of teachers working in areas for which they have no training

Teaching responsibilization and professionalization of the workforce needs of the structural crisis of capital

Own identity of undergraduate teaching training degree courses a look from the normative instructions of CNE (2002-2019)

Agradecimentos

Edição 20 (2) abril/junho 2022

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