No. 24 (2007)

Editorial

• Editorial

  Editorial Editorial

  • PDF (Português (Brasil))

• Apresentação

  Luciane Maria Schlindwein, Marilene Proença Rebello de Souza

  • PDF (Português (Brasil))

Artigos

• Vigotski: cultural man and its creative processes

  Sonia Mari Shima Barroco, Silvana Calvo Tuleski

  • PDF (Português (Brasil))

• Works by Vigotski Groups and Wallon: epistemological, methological and developmental similarities and differences

  Abigail Alvarenga Mahoney, Laurinda Ramalho de Almeida, Sandro Henrique Vieira de Almeida

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• Contributions of the activity theory to the debate about the nature of the activity of school teaching

  Nadia Mara Eidt, Newton Duarte

  • PDF (Português (Brasil))

• Teachers' conceptions on questions related to school violence

  Vivian da Silva Lobato, Vera Maria Nigro de Souza Placco

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• School: knowledge place, commitment, challenge to Pedagogy and Medicine students.

  Sandra Lúcia Ferreira Acosta Soares, Clarilza Prado de Sousa

  • PDF (Português (Brasil))

• Passed irresponsibly and growing more illiterate: discussing the social representations on the learning cycles among the teachers.

  Laêda Bezerra Machado

  • PDF (Português (Brasil))

• The quarrel in the classroom, a vision of professor

  Nilda de Oliveira Bentes

  • PDF (Português (Brasil))

• Educational psychology and the literary art: interlocutions to understand the school and family bonds nowadays

  Graziela Lucchesi Rosa da Silva

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Ampliando

• Meaning, personal meaning and subjective meaning: evolution and differentiation of these categories in the historical - cultural theory.

  Fernando González Rey

  • PDF (Português (Brasil))