Vol. 38 No. 2 (2015): Dossier - Special Education e Psicanálise

DOI: https://doi.org/10.15448/1981-2582.2015.2
Published: 2015-11-17

Other Topics

  • Research in South Brazil: trajectories and tendencies

    Danilo Romeu Streck
    263-271
    DOI: https://doi.org/10.15448/1981-2582.2015.2.19658

  • But what is childhood? – multiple gazes in the teachers’ training

    Leni Vieira Dornelles, Circe Mara Marques
    289-298
    DOI: https://doi.org/10.15448/1981-2582.2015.2.19601

  • Teachers’ knowledges and practices: contributions to a reflection on autonomy and success in higher education

    Maria José Sá, Elisabete Ferreira, Katia Maria da Cruz Ramos
    280-288
    DOI: https://doi.org/10.15448/1981-2582.2015.2.16498

  • History from simple subject: culture and practice of primary school of southern Sergipe (1930-1960)

    Raylane Andreza Dias Navarro Barreto, Ilka Miglio de Mesquita, Laisa Dias Santos
    249-262
    DOI: https://doi.org/10.15448/1981-2582.2015.2.13275

  • Images children: crossings of the infant universe

    César Donizetti Pereira Leite, Bianca Chisté
    272-279
    DOI: https://doi.org/10.15448/1981-2582.2015.2.17764

Editorial

  • Editorial

    Marcos Villela Pereira
    170-174
    DOI: https://doi.org/10.15448/1981-2582.2015.2.21393

Dossiê - Educação Especial e Psicanálise

  • Apresentação

    Carla Karnoppi Vasques, Simone Zanon Moschen, Roselene Gurski
    175-176
    DOI: https://doi.org/10.15448/1981-2582.2015.2.21395

  • Questions regarding the role of the subject in the delineation of specialized education

    Mônica Maria Farid Rahme, Angela Maria Resende Vorcaro
    177-184
    DOI: https://doi.org/10.15448/1981-2582.2015.2.20043

  • Difference, diversity and teacher education: contributions of psychoanalysis to the discussion of inclusion

    Margareth Diniz, Cláudia Itaborahy Ferraz
    185-192
    DOI: https://doi.org/10.15448/1981-2582.2015.2.20044

  • Evaluation of early children in inclusion education process through the AP3 protocol

    Leda Mariza Fischer Bernardino, Beatriz Gomes Vaz
    193-202
    DOI: https://doi.org/10.15448/1981-2582.2015.2.20045

  • From playing, desecration and jerry – rigging to a subversive special education

    Simone Zanon Moschen, Roselene Gurski, Carla Karnoppi Vasques
    203-211
    DOI: https://doi.org/10.15448/1981-2582.2015.2.20046

  • The school of political equality and the school of the psy differences: when the public education is replaced by a “special” one

    Douglas Emiliano Batista
    212-221
    DOI: https://doi.org/10.15448/1981-2582.2015.2.20047

  • The ethics misery in inclusive education: for a political inclusion, more than a social one

    Rinaldo Voltolini
    222-229
    DOI: https://doi.org/10.15448/1981-2582.2015.2.20048

  • From special education to inclusive education: clarifying terms to in order to define practices

    Eric Plaisance
    230-238
    DOI: https://doi.org/10.15448/1981-2582.2015.2.20049

  • No one has exclusive rights to human and social wealth. The inclusive movement

    Charles Gardou
    239-246
    DOI: https://doi.org/10.15448/1981-2582.2015.2.20051

Book review