Vol. 20 No. 42 (2014): Narrativas de Formação

View Vol. 20 No. 42 (2014): Narrativas de Formação

DOI: https://doi.org/10.26512/lc.v20i42

Published: 2014-09-12

Editorial

Editorial

Catarina de Almeida Santos, Carlos Alberto Lopes de Sousa, Ana Maria de Albuquerque Moreira

251-252
- PDF (Português (Brasil))

Dossiê 2014 - Narrativas de Formação

Apresentação

Celeste Azulay Kelman, Helena Amaral da Fontoura

253-255
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Narrative, subject forming, and enunciation: emancipatory theoretical/methodological reflections

Valéria Marques de Oliveira, Cecilia Raquel Satriano

257-282
- PDF (Português (Brasil))
Transformation towards an empowerment consultancy model: voices of consultants and teachers

Georgina Robinson

283-305
- PDF (Português (Brasil))
Narratives of professionals who work with deaf children in school inclusion

Celeste Azulay Kelman

307-324
- PDF (Português (Brasil))
Narratives of young deaf people about their schooling processes in the Federal District/Brazil

Daniele Nunes Henrique Silva, Fabrício Santos Dias de Abreu

325-344
- PDF (Português (Brasil))
Reading as training, training as reading: narrative/formative processes in question

Eda Maria de Oliveira Henriques, Helena Amaral da Fontoura

345-361
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New technologies and mediation of knowledge in collaborative activities in higher education

Silviane Barbato, Juliana Eugênia Caixeta

363-382
- PDF (Português (Brasil))
Professional identity and teacher education in virtual contexts

Maria Fernanda González, Jorge Castro Tejerina, Ana Paula Carlucci

383-403
- PDF (Português (Brasil))

Articles

Aesthetic experiences in teaching: cinema as a formative device

Vanessa Alves de Silveira de Vasconcellos, Valeska Fortes de Oliveira

405-420
- PDF (Português (Brasil))
Decentralization policies have a negative impact on the learning of beginning teachers

Silmara de Oliveira Gomes Papi, Pura Lúcia Oliver Martins

421-441
- PDF (Português (Brasil))
The construction of teacher identity in technological higher education: a case study

Paulo Fossatti, Suzana Trevisan

443-460
- PDF (Português (Brasil))
The implementation of Proies in Brazil: new regulations or old practices?

Renata Maldonado da Silva

461-478
- PDF (Português (Brasil))
The “quantitative ocean” in graduate evaluation: implications for professors’ work

Isabela Cristina Marins Braga, Ranilce Guimarães-losif

479-498
- PDF (Português (Brasil))