Vol. 25 No. 3 (2017): Dossiê: Pesquisas em Educação: perspectivas teórico-metodológicas

View Vol. 25 No. 3 (2017): Dossiê: Pesquisas em Educação: perspectivas teórico-metodológicas
Setembro-Dezembro
Published: 2017-09-09

Presentation

  • PRESENTATION

    Moacir Fernando Viegas, Cheron Zanini Moretti
    1-2
    DOI: https://doi.org/10.17058/rea.v25i3.11560

  • DOSSIER PRESENTATION

    Reginaldo Celio Sobrinho, Magda Sarat, Yolida Yajasiel Ramírez Osorio
    3-9
    DOI: https://doi.org/10.17058/rea.v25i3.11561

Pesquisas em Educação: perspectivas teórico-metodológicas

  • RESEARCH IN EDUCATION: THEORETICAL-METHODOLOGICAL CHALLENGES AND CONTRIBUTIONS FROM THE BAKHTINIAN PERSPECTIVE

    Maria Nilceia Andrade Vieira, Valdete Côco, Silvana Ventorim
    10-27
    DOI: https://doi.org/10.17058/rea.v25i3.9707

  • THE MICROGENETIC ANALYSIS AS A METHOD IN RESEARCH EDUCATION IN HISTORICAL AND CULTURAL APPROACH

    Daniela Tomio, Edson Schroeder, Graciele Alice Carvalho Adriano
    28-48
    DOI: https://doi.org/10.17058/rea.v25i3.9525

  • THE CONTRIBUTION OF THE ACTOR-NETWORK THEORY TO RESEARCH IN EDUCATION

    Fátima Teresa Braga Branquinho, Fátima Kzam Damaceno Lacerda
    49-67
    DOI: https://doi.org/10.17058/rea.v25i3.9739

  • EVERYDAY LIFE STUDIES AND THE CONVERSATION WHEELS: POLITICAL-POETIC RESEARCH IN EDUCATION

    Graça Reis, Rafael Marques Gonçalves, Tiago Ribeiro, Allan Rodrigues
    68-87
    DOI: https://doi.org/10.17058/rea.v25i3.9748

  • CARTOGRAPHY IN THE TODAY’S GARDEN: THEORETICALMETHODOLOGICAL CONSIDERATIONS IN A RESEARCH WITH SCIENCE TEACHERS

    Daniela Beraldo Barbosa, Daniela Franco Carvalho
    88-109
    DOI: https://doi.org/10.17058/rea.v25i3.9662

  • A CARTOGRAPHIC APPROACH TO CHILDHOOD: CULTURAL MEDIATION AND CONSTRUCTION OF SENSES

    Daniela Cristina Viana, Silvia Sell Duarte Pillotto, Jane Mery Richter Voigt
    110-130
    DOI: https://doi.org/10.17058/rea.v25i3.9696

  • THE COLLABORATIVE CRITICAL ACTION RESEARCH AS A THEORETICAL-METHODOLOGICAL PERSPECTIVE: THE PRODUCTION OF KNOWLEDGE AND EDUCATION AND SELFEDUCATION IN CONTEXT

    Edson Pantaleão, Reginaldo Celio Sobrinho, Nubia Rosetti do Nascimento Gomes
    131-146
    DOI: https://doi.org/10.17058/rea.v25i3.9723

  • RESEARCH ON BASIC EDUCATION PROFESSIONALS AND PUBLIC POLICIES FOR CONTINUING EDUCATION: RELEVANT DIALOGUES?

    Gercina Santana Novais, Silma do Carmo Nunes, Andréa Porto Ribeiro, Cleber Ferreira Oliveira
    147-167
    DOI: https://doi.org/10.17058/rea.v25i3.9709

  • THEORETICAL-METHODOLOGICAL APPROACHES OF RESEARCH IN EDUCATIONAL POLICY: FROM PLANNING TO METATEXT

    Ricardo Inocêncio Pereira, Marcia Regina Selpa Heinzle
    168-187
    DOI: https://doi.org/10.17058/rea.v25i3.9732

  • RICOEUR'S HERMENEUTIC IN THE CONTEXT OF LIFE STORIES

    Roberto Sanches, Elaine Conte
    188-203
    DOI: https://doi.org/10.17058/rea.v25i3.9492

  • THE RESEARCH METHODOLOGY: QUALITATIVE META SYNTHESIS

    Edvonete Souza de Alencar, Saddo Ag Almouloud
    204-220
    DOI: https://doi.org/10.17058/rea.v25i3.9731

  • ABER: ART AND RESEARCH IN EDUCATION

    Carla Carvalho, Charles Immianovsky
    221-236
    DOI: https://doi.org/10.17058/rea.v25i3.9729

  • WRITTEN NARRATIVES: WHAT PEDAGOGY TRAINERS 'NARRATE ABOUT THEIR LEARNING ABOUT CHILDHOODS DURING GRADUATION

    Samantha Dias de Lima
    237-255
    DOI: https://doi.org/10.17058/rea.v25i3.9728

  • THE READING PROTOCOLS AS THEORETICALMETHODOLOGICAL SUPPORT FOR ANALYSIS IN THE HISTORY OF EDUCATION

    Elizabeth Figueiredo Sá, Dálete Cristiane Silva Heitor Albuquerque de, Sara Evelin Urrea Quintero
    256-278
    DOI: https://doi.org/10.17058/rea.v25i3.9496

  • THE TEACHING-ORIENTEERING ACTIVITY AS THEORETICALMETHODOLOGICAL BACKGROUND OF RESEARCH

    Maria Lucia Panossian, Fabiana Fiorezi de Marco, Anemari Roesler Luersen Vieira Lopes, Flávia Dias de Souza, Vanessa Dias Moretti
    279-298
    DOI: https://doi.org/10.17058/rea.v25i3.9765

  • METHODOLOGICAL AND ETHICAL ASPECTS OF A RESEARCH ON CHANGING SOCIAL ATTITUDES OF TEACHERS AND STUDENTS TOWARD INCLUSION

    Camila Mugnai Vieira, Sadao Omote
    299-320
    DOI: https://doi.org/10.17058/rea.v25i3.9727

  • STATE OF KNOWLEDGE AS A CRITICAL PERSPECTIVE FOR RESEARCH IN EDUCATION: "EDUCATION AND TECHNOLOGIES" IN QUESTION

    Moema Gomes Moraes, Joana Peixoto
    321-338
    DOI: https://doi.org/10.17058/rea.v25i3.9722

  • STATE OF ART ON THE RESEARCHERS’ FORMATION IN GROUP SPACE

    Denize da Silveira Foletto, Sílvia Maria de Aguiar Isaia
    339-358
    DOI: https://doi.org/10.17058/rea.v25i3.9505

Artigos do Fluxo

  • CONSTRUCTION OF EMANCIPATION INDICATORS IN QUALITATIVE RESEARCH METHODOLOGY IN EDUCATION

    Telmo Adams, Caroline Lisian Gasparoni
    359-376
    DOI: https://doi.org/10.17058/rea.v25i3.7905

  • THE PHILOSOPHY IN HIGH SCHOOL FROM THE INSTITUTION OF DISCIPLINE TO THE CHALLENGE OF EDUCATIONAL EXPERIENCE IN DIDACTIC MATERIAL

    Tânia Rodrigues Palhano, Maria das Graças de Almeida Baptista
    377-395
    DOI: https://doi.org/10.17058/rea.v25i3.9187

  • TEACHER'S IDENTITY: A RECONCEPTUALIZATION BASED ON THE REFERENTIAL OF EMPOWERMENT

    Manuel Gonçalves Barbosa
    396-417
    DOI: https://doi.org/10.17058/rea.v25i3.8310

  • TEACHING OF THE SENSITIVE. EMBODIMENTS SUBJECTIVITIES AT SCHOOL

    Jordi Planella Ribera
    418-437
    DOI: https://doi.org/10.17058/rea.v25i3.8401