Vol. 41 No. 1 (2018): Dossier – The construction of teacher professionalism: the person in formation

DOI: https://doi.org/10.15448/1981-2582.2018.1
Published: 2018-05-29

Editorial

  • Editorial

    Andreia Mendes dos Santos
    1-2
    DOI: https://doi.org/10.15448/1981-2582.2018.1.30762

Dossiê: A construção de profissionalidade: a pessoa em formação

  • Apresentação

    Bettina Steren dos Santos, Carla Spagnolo
    3-5
    DOI: https://doi.org/10.15448/1981-2582.2018.1.30235

  • Teaching in Higher Education: professorality under construction

    Maria Isabel da Cunha
    6-11
    DOI: https://doi.org/10.15448/1981-2582.2018.1.29725

  • Innovation and teaching. From the “fashion” of innovation to the transformation of teaching practice

    Juana M. Sancho-Gil
    12-20
    DOI: https://doi.org/10.15448/1981-2582.2018.1.29523

  • The duty to resist: on schools, teachers and society

    Gert Biesta, Bruno Antonio Picoli
    21-29
    DOI: https://doi.org/10.15448/1981-2582.2018.1.29749

  • The act of being teacher in continuing construction

    Denise Dalpiaz Antunes, Helenara Plaszewski
    30-40
    DOI: https://doi.org/10.15448/1981-2582.2018.1.29782

  • Teaching in Higher Education and the constitution of professorality

    Vera Lucia Ramirez
    41-48
    DOI: https://doi.org/10.15448/1981-2582.2018.1.29600

  • Gender, sexuality and the public education policies

    Denise Regina Quaresma da Silva, Zuleika Leonora Schmidt Costa, Márcia Beatriz Cerutti Müller
    49-58
    DOI: https://doi.org/10.15448/1981-2582.2018.1.29812

  • The integrity of being as a way for the constitution of the teacher as a subject

    Eliana Maria do Sacramento Soares
    59-65
    DOI: https://doi.org/10.15448/1981-2582.2018.1.29724

  • The new public management: some impacts on educational policy and teacher training

    Maria de Fátima Cóssio
    66-73
    DOI: https://doi.org/10.15448/1981-2582.2018.1.29528

  • Teachers’ professional development in contemporaneity: transformative implications for being and doing

    Bettina Steren dos Santos, Carla Spagnolo, Claus Dieter Stöbaus
    74-82
    DOI: https://doi.org/10.15448/1981-2582.2018.1.29721

  • Positive psychoeducational interventions to promote resilience: the educator as a developmental tutor

    Maria Angela Mattar Yunes, Grazielli Fernandes, Gelson Vanderlei Weschenfelder
    83-92
    DOI: https://doi.org/10.15448/1981-2582.2018.1.29766

  • Academic interaction and human formation: dimensions of socialization in Higher Education

    Nilda Stecanela, Lucas Josias Marin
    93-103
    DOI: https://doi.org/10.15448/1981-2582.2018.1.29552

  • Work and suffering: the endangerment of positions at the public university

    Thais Ferrugem Sarmento, Jussara Maria Rosa Mendes
    104-112
    DOI: https://doi.org/10.15448/1981-2582.2018.1.26209

  • Extension of school day and homework: crossed denouncements

    Tânia de Freitas Resende
    113-122
    DOI: https://doi.org/10.15448/1981-2582.2018.1.27605

  • Sociology in High School: institutionalization of the discipline and scientific results about the topic

    Kelen Christina Leite, Marcos Francisco Martins, Maria Carla Corrochano, Carolina Modena da Silva
    123-134
    DOI: https://doi.org/10.15448/1981-2582.2018.1.25548

  • The education and the task of culture, solidarity and personality formation

    Cledes Antonio Casagrande, José Pedro Boufleuer
    135-144
    DOI: https://doi.org/10.15448/1981-2582.2018.1.24727

  • The hermeneutics as lively dialogue: contributions to the field of educational research

    Cláudio Almir Dalbosco, Fernando Dala Santa, Vivian Baroni
    145-153
    DOI: https://doi.org/10.15448/1981-2582.2018.1.24967

  • Partnership between university and basic school: forming a community of practice?

    Vania Finholdt Angelo Leite, Helena do Amaral Fontoura
    154-162
    DOI: https://doi.org/10.15448/1981-2582.2018.1.24339