v. 25, n. 55, set/dez. 2020

Editorial

https://doi.org/10.20435/serie-estudos.v0i0.1522

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Dossiê: As (novas) políticas curriculares para formação docente: paradoxos e pro

Graça Regina Franco da Silva Reis, Verônica Borges de Oliveira

Apresentação do Dossiê: As (novas) políticas curriculares para formação docente: paradoxos e problematizações possíveis

https://doi.org/10.20435/serie-estudos.v0i0.1514

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Tiago Ribeiro, Carlos Skliar

Schools, pandemic, and conversation: notes on useless education

https://doi.org/10.20435/serie-estudos.v0i0.1484

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Veronica Borges de Oliveira, Ana Paula de Jesus

Making “rationality” tremble: disruptive notes about BNC-Formação

https://doi.org/10.20435/serie-estudos.v0i0.1494

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Merilin Baldan, Érika Virgílio Rodrigues da Cunha

Populating subjectivities in the “new” politics for teacher education in Brazil: a discussion about competences

https://doi.org/10.20435/serie-estudos.v0i0.1501

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Manuella de Aragão Pires, Lívia de Rezende Cardoso

BNC para formação docente: um avanço às políticas neoliberais de currículo

https://doi.org/10.20435/serie-estudos.v0i0.1463

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Antonia Alves Pereira Silva, Maria Isabel Ramalho Ortigão

The Pedagogy course and the setbacks in the education legislation: an offensive on the likelihood of a critical training

https://doi.org/10.20435/serie-estudos.v0i0.1487

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José Leonardo Rolim de Lima Severo, Selma Garrido Pimenta

Versions of the Didactic Field in the National Common Base for Teacher Education in Brazil

https://doi.org/10.20435/serie-estudos.v0i0.1479

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Carmen Teresa Gabriel, Bruna Senna

Teacher training complex: space-time producer of curriculum policies

https://doi.org/10.20435/serie-estudos.v0i0.1491

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Graça Regina Franco da Silva Reis, Rafael Marques Gonçalves

Common National Base for Basic Education Teacher Training: dilemmas, clashes and points of view

https://doi.org/10.20435/serie-estudos.v0i0.1496

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Iris Verena Oliveira

Is there dendê in the Base? Black lives and the Bahia Curriculum

https://doi.org/10.20435/serie-estudos.v0i0.1467

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Clarissa Bastos Craveiro

Autobiographical and the Theory of Discourse: a possibility of deconstructing discourses of curriculum policies of teacher formation in Brazil

https://doi.org/10.20435/serie-estudos.v0i0.1474

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Teresa Strong-Wilson

The question of the curriculum in dark times: Hannah Arendt, W. G. Sebald, and teachers as autobiographical subjects

https://doi.org/10.20435/serie-estudos.v0i0.1500

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Artigos

Diene Eire de Mello, Marta Furlan de Oliveira

Am i (not) a robot? elements to think the subject in the social networks

https://doi.org/10.20435/serie-estudos.v0i0.1279

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Maria Carolina Miesse, Jani Alves da Silva Moreira, Vânia de Fátima Matias de Souza

Educational policies and the resumption of the discipline of Moral and Civic Education (EMC) in the current context

https://doi.org/10.20435/serie-estudos.v0i0.1445

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Kelly Alves, Amélia Lopes, Fernando Pereira

Being a veteran teacher is not always a happiness: perspectives of teachers on aging

https://doi.org/10.20435/serie-estudos.v0i0.1418

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Nonato Assis de Miranda, Piagetti Júnior Pires Arcy

The option for the technical-professional schooling: influencing agents and students’ opinion

https://doi.org/10.20435/serie-estudos.v0i0.1310

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Fernando Silveira Melo Plentz Miranda, Jefferson Carriello do Carmo

Educational legislation for labor in Brazil: from the empire to the first republic

https://doi.org/10.20435/serie-estudos.v0i0.1450

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Eliane Rodrigues Martins, Geandra Cláudia Silva Santos

The Pibid and the teachers initial training: contributions to inclusive educational practice

https://doi.org/10.20435/serie-estudos.v0i0.1284

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