Vol. 42 No. 1 (2019)

DOI: https://doi.org/10.15448/1981-2582.2019.1
Published: 2019-05-06

Editorial

  • Revista Educação (v. 42, n. 1, 2019)

    Andréia Mendes dos Santos
    1-2
    DOI: https://doi.org/10.15448/1981-2582.2019.1.33938

Other Topics

  • Cartography-mining agencying: a way to produce research in education

    Angelica Neuscharank, Alice Copetti Dalmaso, Marilda Oliveira de Oliveira
    3-11
    DOI: https://doi.org/10.15448/1981-2582.2019.1.26673

  • Leisure, neighborhood and school: the testimony of young protagonists of violence

    Luciano Plez de Melo, Leila Maria Ferreira Salles
    12-22
    DOI: https://doi.org/10.15448/1981-2582.2019.1.26918

  • Music learning in an articulated regime of attendance in Portugal: results of an action research project at the Conservatory of Vale do Sousa

    António José Pacheco Ribeiro, Maria Helena Gonçalves Leal Vieira
    23-34
    DOI: https://doi.org/10.15448/1981-2582.2019.1.28201

  • Use of TIC in higher education at distance

    Welinton Baxto, Vânia Lúcia Quintão Carneiro
    35-43
    DOI: https://doi.org/10.15448/1981-2582.2019.1.28389

  • Meeting, celebrate and communicate: family-school relations in the Pedagogical Residence Program

    Renata Marcílio Cândido, Edna Martins
    44-55
    DOI: https://doi.org/10.15448/1981-2582.2019.1.28468

  • School Learning Evaluation Program: performance and learning indicators

    Suzana dos Santos Gomes, Alex de Oliveira Fernandes
    56-66
    DOI: https://doi.org/10.15448/1981-2582.2019.1.28486

  • History, policy and education: the new primary schooling model in Mozambique

    Octavio Jose Zimbico
    67-76
    DOI: https://doi.org/10.15448/1981-2582.2019.1.28623

  • Connecting Museums: a case study in leadership, innovation and education in university science museums leading internationalisation projects

    José Luís Schifino Ferraro, Adam Goldwater, Caroline McDonald, Melissa Guerra Simões Pires, Janet Stott, Jessica A. Suess, M. Paul Smith
    77-84
    DOI: https://doi.org/10.15448/1981-2582.2019.1.29526

  • Influences contexts for the development of professionals and professionalism

    Crislainy de Lira Gonçalves, Lucinalva Andrade Ataide de Almeida
    85-95
    DOI: https://doi.org/10.15448/1981-2582.2019.1.29748

  • Do not see, hear or speak: zarus present in the teaching discourses on sexual diversity and homophobia

    Isaias Batista de Oliveira Júnior, Eliane Rose Maio
    96-106
    DOI: https://doi.org/10.15448/1981-2582.2019.1.29906

  • "It's close, but it's very, very far": talking with children about spatial sense

    Simone Damm Zogaib, Vânia Maria Pereira dos Santos-Wagner
    107-116
    DOI: https://doi.org/10.15448/1981-2582.2019.1.30133

  • Why Chile? A post-critical analysis about scalar discourses of international academic mobility

    César Augusto Ferrari Martinez
    117-126
    DOI: https://doi.org/10.15448/1981-2582.2019.1.30148

  • The student-worker's view of evasion and permanence in technical education

    Ronaldo Marcos de lima Araujo, Raimundo Barbosa Silva Filho, Ana Maria Raiol da Costa
    127-137
    DOI: https://doi.org/10.15448/1981-2582.2019.1.29329

  • The educational dimension of non-school education: does this debate make sense?

    Eliana P. G. Moura, Dinora Tereza Zucchetti
    150-158
    DOI: https://doi.org/10.15448/1981-2582.2019.1.27950

  • The status of public and democratic good in national assessments

    Juliano vilmar dos Santos, Osmar de Souza, Marcia Regina Selpa Heinzle, Rosane Cristina Torres Kath
    138-149
    DOI: https://doi.org/10.15448/1981-2582.2019.1.26743