v. 10, n. 2 (mai./ago. 2021)

View v. 10, n. 2 (mai./ago. 2021)

Dossiê: "Diálogos sobre alfabetização: das políticas públicas ao cotidiano escolar"

Published: 2021-07-27

Dossiê Diálogos sobre alfabetização: das políticas públicas ao cotidiano escolar

Apresentação - Alfabetização no Brasil: Olhares sobre a história, as políticas públicas e práticas educativas

Fernanda Duarte Araújo Silva, Gláucia Signorelli

506-514
- PDF (Português (Brasil))
Interview - Reading and writing in early childhood: dialogues on public policies, research and teacher training - Profa. Dra. Mônica Correia Baptista

Fernanda Duarte Araújo Silva, Glaucia Signorelli

515-528
- PDF (Português (Brasil))
"O Ensino" Magazine(PR) in the early 20th century: echoes from the political moviment for literacy

Claudia Maria Petchak Zanlorenzi, Maria Isabel Moura Nascimento

529-542
- PDF (Português (Brasil))
Advances and setbacks present in national literacy policies in Brazil since the 20th century: writing as a code or as a system?

Marisa Garcia

543-557
- PDF (Português (Brasil))
Training of literacy teachers: a reflection from the perceptions of the training process in the PNAIC

Érika Giuliana Rodrigues Pires Pinto, Ilsa do Carmo Vieira Goulart, Giovanna Rodrigues Cabral

558-574
- PDF (Português (Brasil))
Political-pedagogical determinants in an official teacher training program for literacy

Mirella de Oliveira Freitas

575-594
- PDF (Português (Brasil))
Literacy and initial reading instruction in the teaching practices of a teacher participating in PNAIC – Early Childhood Education

Maria da Conceição Lira da Silva, Alexsandro da Silva

595-611
- PDF (Português (Brasil))
Use of PNAIC instruments in evaluation: implications for the school context

Tatiana Andrade Fernandes de Lucca, Aline Gasparini Zacharias-Carolino, Andréia Osti

612-629
- PDF (Português (Brasil))
Public literacy policies in Brazil: analysis of the National Pact for the Literacy at the Right Age (PNAIC) program and the National Literacy Policy (PNA)

Fabíola Elizabete Costa, Ireni Marilene Zago Figueiredo, Márcia Cossetin

630-647
- PDF (Português (Brasil))
National Literacy Policy (PNA): Implications for teacher training in the Early Years of fundamental education

Fabiani Inês de Almeida, Célia Beatriz Piatti

648-664
- PDF (Português (Brasil))
Programs for the training of literacy teachers: from PROFA to the National Literacy Policy (PNA)

Liziana Arâmbula Teixeira, Thaise da Silva

665-679
- PDF (Português (Brasil))
When “Science-based literacy” is damage and denial: questions about the National Literacy Policy (PNA) and governamental programa Science-Based Literacy (ABC)

Flaviana Demenech, Flávia Anastácio de Paula, Juliana Fatima Serraglio Pasini

680-697
- PDF (Português (Brasil))
“Conta pra Mim” Program: the proposal of “literary education” in the National Literacy Policy (PNA)

Fernanda Duarte de Araújo Silva, Vilma Aparecida Souza, Glaucia Signorelli

698-715
- PDF (Português (Brasil))
The (NEAR) invisilility of and Adult Education in National Literacy Policy: marginalization and fight for the right to education

Jaqueline Luzia da Silva

716-732
- PDF (Português (Brasil))
The More Literacy Program (PMALFA) in the meantime from 2018 to 2020

Elizania Bruno Prado da Silva, Eliane Damasceno da Silva, Márcia Regina do Nascimento Sambugari

733-749
- PDF (Português (Brasil))
Education in rural áreas and Historical-Critical Pedagogy: theoretical and methodological reflections on the educational process

Klívia de Cássia Silva Nunes, Sra.

750-768
- PDF (Português (Brasil))
Initiation Teaching In PIBID/UNEB: reading and writing practices

Simone Teles da Silva Santos

769-783
- PDF (Português (Brasil))
Acts of Reading in Literacy

Márcia Martins de Oliveira Abreu, Adriana Pastorello Buim Arena

784-800
- PDF (Português (Brasil))

Artigos de Demanda Contínua

The Capes Demanda Social Program concerning graduation environment

Patrícia Paiva, Nair Heloisa Bicalho de Sousa, Diogo Onofre Gomes de Souza

801-818
- PDF (Português (Brasil))
Compared methodology: perceptions for teacher formation upon numerical sets

Vlademir Marim, Neiva de Castro Cardoso Andraus

819-837
- PDF (Português (Brasil))
Educational data focused on school dropout: the diagnoses and challenges faced by IFNMG – Campus Avançado Porteirinha

Wilney Fernando Silva, Lidinei Santos Costa, Dieny Eduarda Santos dos Anjos

838-854
- PDF (Português (Brasil))
Bullying: legislation, prevention and intervention policies in the school context

Andressa Graziele Brandt, Patrícia Sabrine da Silva Padilha

855-882
- PDF (Português (Brasil))
The expansion of Higher Technology Courses in Brazil: the Case of Entrepreneurship Course

Renan Arjona de Souza, Paula de Macedo Santos

883-901
- PDF (Português (Brasil))
Higher Education Maintenance and Development Funding (Fundes): collaboration regime and union supplementary role in non federal public institutions of higher education context

Antônio de Macêdo Mota Júnior, Sergio Henrique da Conceição

902-921
- PDF (Português (Brasil))
The relations between imagination and planning in the collective creation processes of Public Policies in Education

Carolina Nascimento Dias

922-935
- PDF (Português (Brasil))
The demand of the right to basic education in Brazil: “state of art” of theses and dissertations from 1988 to 2018

Aline de Barros Vidal Gonçalves, Adriana Aparecida Dragone Silveira

936-954
- PDF (Português (Brasil))
Quota system in higher education: an analysis on admission and dropout rates

Ligia Viana Andrade, Regianne Ferreira da Silva, Regina Márcia Ferreira Silva

955-969
- PDF (Português (Brasil))

Editorial

Editorial

Vilma Aparecida de Souza, Leonice Matilde Richter, Maria Vieira Silva, Raquel Aparecida Souza

498-505
- PDF (Português (Brasil))