PORTAL DE REVISTAS DA USP

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Vol. 31 No. 3 (2005)

View Vol. 31 No. 3 (2005)

Published: 2005-12-01

Editorial

Editorial

Marília Pinto de Carvalho

343-344
- PDF (Portuguese (Brazil))

Articles

The crisis of contemporary conscience and the expansion of non-cumulative knowledge

Claudine Haroche

347-362
- PDF (Portuguese (Brazil))
Education, human development and cosmos

Maurício Mogilka

363-377
- PDF (Portuguese (Brazil))
Representations of teaching in the pedagogic press at the Imperial Court (1870-1889): the case of the Instrução Pública

Alessandra Frota de Schueler

379-390
- PDF (Portuguese (Brazil))
History of school subjects and history of education: some reflections

Marcílio Souza Júnior, Ana Maria de Oliveira Galvão

391-408
- PDF (Portuguese (Brazil))
Plurilingualism and deafness: a Bakhtinian view of the history of education of deaf people

Ana Claudia Balieiro Lodi

409-424
- PDF (Portuguese (Brazil))
Latency time and accuracy at reading and naming in school children: a pilot study

Luciene Stivanin, Claudia Inês Scheuer

425-436
- PDF (Portuguese (Brazil))

Focus on: Action research on the teaching practice

Apresentação

Maria Amélia Santoro Franco

439-441
- PDF (Portuguese (Brazil))
Action research: a methodological introduction

David Tripp

443-466
- PDF (Portuguese (Brazil))
- PDF
Transforming the practices to know them: action research and teaching professionalization

Gilles Monceau

467-482
- PDF (Portuguese (Brazil))
- PDF (French)
The pedagogy of action research

Maria Amélia Santoro Franco

483-502
- PDF (Portuguese (Brazil))
- PDF
The production of knowledge in the pedagogical action research (PAR): appraisal of an experiment

Rafael Avila Penagos

503-519
- PDF (Spanish)
Critical-collaborative action research: constructing its meaning through experiences in teacher education

Selma Garrido Pimenta

521-539
- PDF (Portuguese (Brazil))
- PDF