v. 25, n. 54, maio/ago. 2020

• Editorial

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Artigos

• Curriculum, identity and ethnic-racial relations: the school mediating the borders of in/exclusion

  Cristiane Bartz de Ávila, Álvaro Moreira Hypolito

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• The literature review in doctoral theses: conduction analysis and writing

  Eliziane Rocha Castro, João Batista Carvalho Nunes, Francisco Jeovane do Nascimento, Francy Sousa Rabelo

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• Better age, or naturalization of old age and production of prejudices?

  Renata de Almeida Vieira, Lizete Shizue Bomura Maciel

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• Historical and political aspects of the Bologna Process: expansion of internationalization policies in Higher Education

  Giselly Cristini Mondardo Brandalise, Márcia Regina Selpa Heinzle

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• Governance and performance of catholic universities in the light of University Ranking Folha (RUF)

  Marco Wandercil, Adolfo-Ignacio Calderón

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• Deaf literature in the Amazon region: the educational environment as a space for the construction of identity from aesthetic experience

  Nerli Nonato Ribeiro Mori, Larissa Gotti Pissinatti

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• Lifelong education: dialogues between Brazil and Spain

  Edineide Jezine, José Beltrán Llavador, Emília Maria de Trindade Prestes

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• The executive assistant in the management of internationalization of Brazilian higher education

  Fernanda Geremias Leal, Raul Oliveira Paes, Mário César Barreto Moraes

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• Discipline of Teaching English as an International Language – D-TEIL: perspectives for language teacher education

  Gustavo Moura, Brian Morgan

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• Higher technology courses in the context of internationalization and the expansion of vocational and technological education in the State of São Paulo

  Sueli Soares dos Santos Batista, Emerson Freire, Darlan Marcelo Delgado

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• Internationalization and its effects on postgraduate quality management in Education

  Eliane Souza de Carvalho, Giselle Cristina Martins Real

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• Convulsivo Sinódico Project − exercise of aesthetic experience and responsibility with the other

  Sônia Aparecida Ijano Batista, Vânia Regina Boschetti

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• Students with intellectual disabilities learning fractions: intentional pedagogical actions based on concepts of Vygotsky’s defectology

  Bento Selau, Sastria de Paula Rodrigues, Fabiane Costas, Aliciene Cordeiro

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• The limits of a white eurocentric curriculum and the expectations of a critical and anti-racist training in a degree in History

  José Bonifácio Alves da Silva

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• Dona Antonieta and the meanings of a life as director of the São Roque High School: a Weberian perspective

  Tarina Unzer Lenk, Wilson Sandano

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