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Vol. 43 No. 1 (2017)
Vol. 43 No. 1 (2017)
Published:
2017-03-01
Editorial
Editorial
Rosângela Gavioli Prieto
7-13
PDF (Portuguese)
PDF
DOI:
https://doi.org/10.1590/s1517-970220174301001
Interview
Inclusive education and its challenges:a conversation with David Rodrigues
Cássia Geciauskas Sofiato, Carla Biancha Angelucci
283-295
PDF (Portuguese)
DOI:
https://doi.org/10.1590/s1517-97022017430100201
Articles
Teacher education courses (Pedagogy):weaknesses in the basic training of a teacher
Selma Garrido Pimenta, José Cerchi Fusari, Cristina Cinto Araujo Pedroso, Umberto de Andrade Pinto
15-30
PDF (Portuguese)
PDF
DOI:
https://doi.org/10.1590/s1517-9702201701152815
Factors affecting the choice of teaching programs in Colombia
Elias Said-Hung, Gloria Gratacós, Jorge Valencia Cobos
31-48
PDF (Spanish)
DOI:
https://doi.org/10.1590/s1517-9702201701160978
Teacher Education: Perceptions of teachers who are entering the municipal education system in Rio de Janeiro
Maria das Graças C. de Arruda Nascimento, Rosemary F. dos Reis
49-64
PDF (Portuguese)
PDF
DOI:
https://doi.org/10.1590/s1517-9702201701150846
Work, career, teaching development, and change in educational practice
Claudio Pinto Nunes, Dalila Andrade Oliveira
66-80
PDF (Portuguese)
DOI:
https://doi.org/10.1590/s1517-9702201604145487
The Quality of Teacher Training under the “Parfor Presencial”
Valdinei Costa Souza
82-96
PDF (Portuguese)
DOI:
https://doi.org/10.1590/s1517-9702201608150447
Educating reflective teachers: an approach under progress and dispute
Andrea Ruffinelli
97-111
PDF (Spanish)
DOI:
https://doi.org/10.1590/s1517-9702201701158626
Policies for training university professors in Sao Paulo, Brazil and Catalonia, Spain: trends and challenges
Luciana Leandro da Silva
113-126
PDF (Portuguese)
PDF
DOI:
https://doi.org/10.1590/s1517-9702201701158662
Evaluation of digital and pedagogical literacy in ICT based on the opinions of Initial Teacher Education students
Pedro Sandoval Rubilar, Francisco Rodriguez Alveal, Ana Carolina Maldonado Fuentes
127-143
PDF (Spanish)
DOI:
https://doi.org/10.1590/s1517-9702201701154907
Early childhood education in São Paulo state:conditions of care and profile of children
Fabiana Silva Fernandes, Juliana dos Reis Domingues
145-160
PDF (Portuguese)
PDF
DOI:
https://doi.org/10.1590/s1517-9702201701155227
Scenes of everyday life in early childhood education: challenges facing the integration of care and education
Maria Aparecida Guedes Monção
162-176
PDF (Portuguese)
DOI:
https://doi.org/10.1590/s1517-9702201608147080
Schoolyards in early childhood schools: between the exposed and the hidden, marks and traces
Maria Leonor Pio Borges de Toledo
177-198
PDF (Portuguese)
PDF
DOI:
https://doi.org/10.1590/s1517-9702201611150588
Competing Representations about how Families Educate Children (Province of Paraná, 1853-1889)
Juarez José Tuchinski dos Anjos
199-214
PDF (Portuguese)
PDF
DOI:
https://doi.org/10.1590/s1517-9702201701154224
Education for deaf people in Brazil and Portugal: linguistic recognition, bilingualism, and teacher education policies
Angela Nediane dos Santos, Orquídea Manuela Braga e Soares Coelho, Madalena Klein
216-228
PDF (Portuguese)
DOI:
https://doi.org/10.1590/s1517-9702201608148639
Decentralization of Deaf Education in Brazil and its Developments in the State of Espírito Santo (Brazil)
Ednalva Gutierrez Rodrigues, Cláudia Maria Mendes Gontijo
229-243
PDF (Portuguese)
PDF
DOI:
https://doi.org/10.1590/s1517-9702201701154583
Education of people with disabilities in Rio Grande do Sul in view of the right to education
Clarissa Haas, Mayara Costa da Silva, Alceu Ravanello Ferraro
245-262
PDF (Portuguese)
DOI:
https://doi.org/10.1590/s1517-9702201701157402
An analysis of the pedagogical project and curriculum of undergraduate licentiate programs in special education
Patricia Santos de Oliveira, Enicéia Gonçalves Mendes
264-279
PDF (Portuguese)
DOI:
https://doi.org/10.1590/s1517-9702201605145723
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