Vol. 20 No. 2 (2021): Fluxo contínuo

Artigos

• The teaching of writing in the subjects of Study of the Environment and Natural Sciences, in Basic Education: the case of a justified answer

  Luciana Graça

  AG1

  • PDF (Português (Brasil))

• Critical multiliteracies thematic projects: a look upon a pedagogical instrument conceived in light of critical sociointeractional literacy in an extension project

  Gabriel Martins, Thais Sampaio, Rogério Tilio

  AG2

  • PDF (Português (Brasil))

• Peer assessment and young English language learners

  Thais Rossafa Tavares Balbino, Juliana Reichert Assunção Tonelli

  AG3

  • PDF (Português (Brasil))

• A learning-service and ethics experience between translation students and children and teenagers in social vulnerability

  Alicia Silvestre Miralles

  AG4

  • PDF (Español (España))

• English teacher education and early childhood education: Curricular strategies in Brazilian federal universities

  Ana Sara Galvão, Claudia Jotto Kawachi-Furlan

  AG5

  • PDF

• Exercising “critical proximity” in teacher education to mobilize viable novelties

  Alison Roberto Gonçalves, Ana Paula Marques Beato-Canato

  AG6

  • PDF (Português (Brasil))

• Pedagogical Practices in English for Specific Purposes: resignification based on critical literacy in a sociocultural historical perspective

  Sandra Regina Coracini, Elisa Seerig

  AG7

  • PDF (Português (Brasil))

• Textual cohesion in Portuguese as a second language

  Diocleciano Nhatuve, Amélia Machava

  AG8

  • PDF (Português (Brasil))

• Academic writing groups in higher education: Brazil and Argentina on focus

  Márcia Sipavicius , Lucía Natale , Déborah Caroline Cardoso Pereira

  AG9

  • PDF (Português (Brasil))