No. 49 (2019)

Published: 2019-10-24

Editorial

Editorial

Editorial .
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Artigos

Problem-Solving abilities and teaching methods: the Montessori Method and the traditional teaching in question

Roseane Ribeiro Mendonça, Altemir José Gonçalves Barbosa
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THE THINKING STYLES OF THE UNIVERSITY TEACHER

Linoel de Jesus Leal Ordoñez, Antônio Carlos do Nascimento Osorio
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Game intervention in developmental and learning processes

Ana Lúcia Sícoli Petty, Maria Thereza Costa Coelho de Souza, Tamires Alves Monteiro
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Historical-Cultural listening of learning difficulties: multiplicity of experience inhabited in discourse

Pedro Vasconcelos Corrêa
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The Social-Emotional Education and Its Implications on School Context: A Literature Review

Pierre Cerveira Motta, Patrícia Fasolo Romani
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How reading comprehension evolves in elementary school students

Márcia di Santo de Melo Machado, Maria Regina Maluf
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Teaching regular classroom educators to do curricular adaptations

Isadora Peresi Ferrari, Carla Ariela Rios Vilaronga, Nassim Chamel Elias
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Contributions of the Psychology of Education: Perception of Elementary School Teachers

Patrick Ronan Sant’Anna, Saulo Pfeffer Geber, Viviane Tetu
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This study aimed to understand teachers’ conceptions of their pedagogical practices upon the phenomenon of medicalization. A qualitative exploratory method was used, as well as transversal data. A total of 563 teachers, ranging in age from 19 to 66 years (M = 34.2 SD = 9.23), from 26 Brazilian states and from the Federal District, participated in the study through responses to semi-structured interviews and sociodemographic questionnaires, whose data were analyzed by Iramuteq Software. We analyzed 502 responses, generating 196 text segments, with 9297 occurrences and 1507 forms. The retention was 86.55% of the corpus. Two classes of words originated, the first one with a significance of 60.96% “Teachers do not medicate, so do not medicalize” and the second with significance of 39.04% “Teachers are able to identify and solve problems.” The teachers’ belief in being able to identify possible behavioral and learning problems is evidenced, which is in line with the medicalization process

Tatiane dos Santos Costa, Monica de Araújo Damasceno, Thaisa da Silva Fonseca, Fauston Negreiros
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From fantasy to reality: fairy tales in school context

Larissa Santos Gomes, Cláudia Yaísa Gonçalves da Silva
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Compartilhando

ORIENTAÇÃO EDUCACIONAL E COORDENAÇÃO PEDAGÓGICA NO ESTADO DE SÃO PAULO: AVANÇOS, RECUOS, CONTRADIÇÕES (CONTINUAÇÃO1 )

Laurinda Ramalho de Almeida
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Corpo Editorial - n.49

Corpo Editorial .
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