Vol 39, No esp. (supl.): Dossier - Interdisciplinary Theoretical-methodological Insights on Intervention

DOI: https://doi.org/10.15448/1981-2582.2016.s
Published: 2016-12-31

Editorial

  • Editorial

    Andréia Mendes dos Santos, Marcio Pascoal Cassandre, Bento Selau
    s1-s2
    DOI: https://doi.org/10.15448/1981-2582.2016.s.26651

Dossier - Interdisciplinary Theoretical-methodological Insights on Intervention

  • Analyzing the action research in the light of the interventionist principles: a comparative look

    Sara Fernandes Picheth, Marcio Pascoal Cassandre, Michel Jean Marie Thiollent
    s3-s13
    DOI: https://doi.org/10.15448/1981-2582.2016.s.24263

  • From controlled experiments to formative interventions in studies of agency: methodological considerations

    Anne Laitinen, Annalisa Sannino, Yrjö Engeström
    s14-s23
    DOI: https://doi.org/10.15448/1981-2582.2016.s.24321

  • An activity theory analysis of learning in and for inter-school work

    Harry Daniels
    s24-s31
    DOI: https://doi.org/10.15448/1981-2582.2016.s.24319

  • Vygotsky’s theory of method and philosophy of practice: implications for trans/formative methodology

    Anna Stetsenko
    s32-s41
    DOI: https://doi.org/10.15448/1981-2582.2016.s.24385

  • To institute conflictive cooperation on the quality of work

    Jean-Yves Bonnefond, Antoine Bonnemain, Flávio Fernandes Fontes, Yves Clot
    s42-s53
    DOI: https://doi.org/10.15448/1981-2582.2016.s.24326

  • Professional action and subjectivity: beyond the concept of professional intervention in psychology

    Fernando González Rey, Daniel Magalhães Goulart, Marília dos Santos Bezerra
    s54-s65
    DOI: https://doi.org/10.15448/1981-2582.2016.s.24379

  • Consciousness and control: a cultural-historical intervention on e-learning Pedagogy Course students’ writings

    Rafael Fonseca de Castro, Magda F. Damiani, Bento Selau
    s66-s75
    DOI: https://doi.org/10.15448/1981-2582.2016.s.24259

Tema livre

  • Contemporary art and technological education: possible displacements

    Carla Giane Fonseca do Amaral, Luciana Gruppelli Loponte
    s76-s85
    DOI: https://doi.org/10.15448/1981-2582.2016.s.22431

  • Socialization family and professional of female teachers: gender in question

    Adriane Knoblauch, Marieta Gouvêa de Oliveira Penna
    s86-s95
    DOI: https://doi.org/10.15448/1981-2582.2016.s.21420

  • Education “by things”, educational principle in Rousseau’s enlightenment

    Almir Paulo dos Santos
    s96-s105
    DOI: https://doi.org/10.15448/1981-2582.2016.s.21898

  • The panorama of Ethics teaching in Brazil: from the dictatorship to the present day

    Mayra Marques da Silva Gualtieri-Kappann, Alonso Bezerra de Carvalho
    s106-s113
    DOI: https://doi.org/10.15448/1981-2582.2016.s.21451

  • Studies on Family-School Relationship in Brazil: a systematic review

    Lisiane Alvim Saraiva-Junges, Adriana Wagner
    s114-s124
    DOI: https://doi.org/10.15448/1981-2582.2016.s.21333

  • Education in the in-between place of the museum and the school: a study of school visits to the Abílio Barreto Historical Museum

    Soraia F. Dutra, Silvania S. Nascimento
    s125-s134
    DOI: https://doi.org/10.15448/1981-2582.2016.s.20994

  • Common National Curricular Base: critical-clinical notes and a trampoline

    Sandra Mara Corazza
    s135-s144
    DOI: https://doi.org/10.15448/1981-2582.2016.s.23591