Vol. 31 No. 1 (2005)

View Vol. 31 No. 1 (2005)
Published: 2005-03-01

Editorial

  • Editorial

    Maria Isabel de Almeida
    7-9
    DOI: https://doi.org/10.1590/S1517-97022005000100001

Articles

  • Amplitude and peculiar aspects of social inequalities in the French school

    Marie Duru-Bellat
    13-30
    DOI: https://doi.org/10.1590/S1517-97022005000100002

  • Teaching practice in the multigrade rural classes in a Mexican village

    José Ángel Vera Noriega, Rosario Leticia Domínguez Guedea
    31-43
    DOI: https://doi.org/10.1590/S1517-97022005000100003

  • Teacher identities as a production of teaching

    Maria Manuela Alves Garcia, Álvaro Moreira Hypolito, Jarbas Santos Vieira
    45-56
    DOI: https://doi.org/10.1590/S1517-97022005000100004

  • The Internet goes to school: mastery and incorporation of cultural tools

    Marcelo Giordan
    57-78
    DOI: https://doi.org/10.1590/S1517-97022005000100005

  • Images of the Black in children's literature in Brazil: historiographical analysis

    Maria Cristina Soares de Gouvêa
    79-91
    DOI: https://doi.org/10.1590/S1517-97022005000100006

Focus on: Mathematical education in perspective

  • Apresentação

    Manoel Oriosvaldo de Moura, Vinício de Macedo Santos
    95-97
    DOI: https://doi.org/10.1590/S1517-97022005000100007

  • Society, culture, mathematics and its teaching

    Ubiratan D’Ambrósio
    99-120
    DOI: https://doi.org/10.1590/S1517-97022005000100008

  • Schools, teachers and rustics: exercise for a historical decentering

    Antonio Vicente Marafioti Garnica
    121-136
    DOI: https://doi.org/10.1590/S1517-97022005000100009

  • History, philosophy, and sociology of mathematical education in teachers training: a research program

    Antonio Miguel
    137-152
    DOI: https://doi.org/10.1590/S1517-97022005000100010