Vol. 45 No. 1 (2022): Single Volume

DOI: https://doi.org/10.15448/1981-2582.2022.1
Published: 2022-03-08

50 years PPGEDU PUCRS

  • Dossier presentation – 50 years of PPGEdu PUCRS

    Bettina Steren dos Santos, Edla Eggert, Marilia Costa Morosini
    e43992
    DOI: https://doi.org/10.15448/1981-2582.2022.1.43992

  • Memories of my journey trough Master and Doctorate degree

    Sérgio Eduardo Mariucci
    e43979
    DOI: https://doi.org/10.15448/1981-2582.2022.1.43979

  • Personal-professional experience Of knowing and taking care of yourself

    Paulo Fossatti
    e43980
    DOI: https://doi.org/10.15448/1981-2582.2022.1.43980

  • 50 Years of PPG Education at PUCRS Memories, trajectories and gratitude of a student/teacher

    Maria Isabel da Cunha, Bettina Steren dos Santos
    e43984
    DOI: https://doi.org/10.15448/1981-2582.2022.1.43984

  • The perfume of training

    Vera Lucia Felicetti
    e43989
    DOI: https://doi.org/10.15448/1981-2582.2022.1.43989

  • Faciendo discimus The convergence of doing and learning in study abroad programs

    Fernando Naiditch
    e43990
    DOI: https://doi.org/10.15448/1981-2582.2022.1.43990

  • Student permanence and academic success The voice of the actors

    Pricila Kohls-Santos
    e43977
    DOI: https://doi.org/10.15448/1981-2582.2022.1.43977

  • Education/PUCRS The graduate program as strategy for scientific and tecnological development

    Maria Estela Dal Pai Franco, Marília Costa Morosini
    e43988
    DOI: https://doi.org/10.15448/1981-2582.2022.1.43988

  • Research that develops people, contributes to science, and impacts Society

    Manuir José Mentges
    e43982
    DOI: https://doi.org/10.15448/1981-2582.2022.1.43982

Other Topics

  • Experiências pedagógicas em mini-histórias

    Elaine Conte, Cristiele Borges dos Santos
    e41117
    DOI: https://doi.org/10.15448/1981-2582.2022.1.41117

  • The appropriation of the alphabetic writing system by children with intellectual disabilities

    Adriana Leite Limaverde Gomes, Artur Gomes de Morais
    e41334
    DOI: https://doi.org/10.15448/1981-2582.2022.1.41334

  • Contextualization of the teaching of portuguese language and literature A tool for inclusion of the quilombola subject in times of pandemic?

    Maria Patrícia de Oliveira Teles, Emanuel Moura Costa, Euvaldo de Sousa Costa Junior
    e41564
    DOI: https://doi.org/10.15448/1981-2582.2022.1.41564

  • Basic Education Teachers’ Cognitions and Practices on Social Skills

    Andréa Silva-Imbiriba, Irani Lauer Lellis, Núbia dos Santos Oliveira
    e33303
    DOI: https://doi.org/10.15448/1981-2582.2022.1.33303

  • The right to education for prisoners in Brazil and the role of FUNPEN in its financing

    Fabrício Aarão Freire Carvalho, Maria do Socorro da Costa Coelho, Pablo Aguiar Castro Batista
    e33887
    DOI: https://doi.org/10.15448/1981-2582.2022.1.33887

  • Secondary school and the Classes Integrais of Colégio Estadual do Paraná Formative aspects (1960-1967)

    Sergio Roberto Chaves Junior
    e34136
    DOI: https://doi.org/10.15448/1981-2582.2022.1.34136

  • Reflections on Education for Global Citizenship in the education of undergraduate students

    Karen Graziela Weber Machado, Adriana Justin Cerveira Kampff, Camila de Barros Rodenbusch
    e37005
    DOI: https://doi.org/10.15448/1981-2582.2022.1.37005

  • “What I Love Is This Cactus” Becoming of images, math(s) and research

    Amanda Silva de Medeiros, Aparecida Santana de Souza Chiari
    e36541
    DOI: https://doi.org/10.15448/1981-2582.2022.1.36541

  • “I Keep Seeking Who I Am, I Am What I Want To Be!” Professional narratives of Stella

    Rosana Maria Martins, Rosa Maria Moraes Anunciato
    e34441
    DOI: https://doi.org/10.15448/1981-2582.2022.1.34441

  • Development of competences

    Luciano Trentin, Valéria Becher Trentin
    e34205
    DOI: https://doi.org/10.15448/1981-2582.2022.1.34205

  • “We want whole, not half” Paradigms for the Brazilian public education

    Clóvis Trezzi, Evaldo Luis Pauly, João Virgílio Tagliavini
    e34535
    DOI: https://doi.org/10.15448/1981-2582.2022.1.34535

  • Self-Perceived Emotional Intelligence and Academic Performance in Physical Education of Adolescents at the School of Application of the University of São Paulo, Brazil

    Juan Antonio García Herrero, Maria Vaquero-Diego, Maria Botey Fullat, Samuel Molina Schnorr
    e39449
    DOI: https://doi.org/10.15448/1981-2582.2022.1.39449

  • Dimensions of Prejudice and Stigma in Education A systematic review

    Maria Aparecida Alves Sobreira Carvalho, Verônica Morais Ximenes
    e42298
    DOI: https://doi.org/10.15448/1981-2582.2022.1.42298

  • To prepare to adopt? Reflections on the orientation of families in the practice of adoption

    Lívia Anicet Zanini, Adriana Marcondes Machado
    e33320
    DOI: https://doi.org/10.15448/1981-2582.2022.1.33320

  • The general aim of the school against the particular sense of the student A sum of diferences

    Eanes dos Santos Correia, Veleida Anahi Da Silva, Willdson Robson Silva do Nascimento
    e36535
    DOI: https://doi.org/10.15448/1981-2582.2022.1.36535

  • Pedagogic proposals of Rio Grande do Sul and the Theory of Significant Learning Correspondences found

    Lucimara Beatriz Garcia, Ana Carolina Brandão Verissimo, Tanise Brandão Bussmann, André Luís Silva da Silva
    e37789
    DOI: https://doi.org/10.15448/1981-2582.2022.1.37789

  • Relationship between theories of learning and theories of education exemplified by the educational technology of investigative research

    Marcello Ferreira, André Luís Silva da Silva, Olavo Leopoldino da Silva Filho, Antony Marco Mota Polito, Cleonice de Ávila Carvalho
    e38133
    DOI: https://doi.org/10.15448/1981-2582.2022.1.38133

  • Culture of silence and liberatory education Freire’s contribution

    Daniele Cariolano da Silva, Jacques Therrien
    e38533
    DOI: https://doi.org/10.15448/1981-2582.2022.1.38533

  • Self-reflection processes on teaching practice in teh contexto of Higher Education

    Ana Paula de Andrade Janz Elias, Dilmeire Sant’Anna Ramos Vosgerau, Cassia Messias Pons Ayres
    e35266
    DOI: https://doi.org/10.15448/1981-2582.2022.1.35266

  • Educators in Kindergartens Intersections between education and care work

    Andrea Gabriela Ferrari, Marcela Graef do Couto, Júlia Avila Kessler, Milena da Rosa Silva
    e41780
    DOI: https://doi.org/10.15448/1981-2582.2022.1.41780

  • Curriculum for early childhood education Indications of internationalization

    Juares da Silva Thiesen, Zenilde Durli
    e37021
    DOI: https://doi.org/10.15448/1981-2582.2022.1.37021

  • Abordagen de las capacidades (capabilities), desarrollo humano y educación

    Regiano Bregalda, Junior Bufon Centenaro, Neuro José Zambam
    e37058
    DOI: https://doi.org/10.15448/1981-2582.2022.1.37058

  • Religious teaching in integral education Methodological contributions

    Taciana Brasil
    e38054
    DOI: https://doi.org/10.15448/1981-2582.2022.1.38054

  • The relation between neoliberalism and the education quality paradigm

    Ana Paula de Souza Santos, Raquel Nagase, Maria Luisa Furlan Costa
    e39548
    DOI: https://doi.org/10.15448/1981-2582.2022.1.39548

  • Coordinate the times and spaces of remote pedagogical work, in a disruptive context

    Natália Queiroz de Oliveira Souto, Fabrícia Teixeira Borges
    e42009
    DOI: https://doi.org/10.15448/1981-2582.2022.1.42009

  • Civic-military schools A political strategy to hide neglect of public education in the Brazilian State

    Anderson dos Anjos Pena de Carvalho, Clarice Zientarski, Hildemar Luiz Rech
    e36739
    DOI: https://doi.org/10.15448/1981-2582.2022.1.36739