v.26, n. 56, jan/abr. 2021

Thomas R. Eimer , Maliene Kip

5-39

Nature conservation, indigenous rights, and settler colonialism: the politics of payments for ecosystem services in Mato Grosso do Sul (Brazil)

https://doi.org/10.20435/serie-estudos.v26i56.1528

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Eliane Lima Piske, Narjara Mendes Garcia, Maria Angela Mattar Yunes

41-70

Environmental Education of Children from a systemic perspective

https://doi.org/10.20435/serie-estudos.v26i56.1330

PDF (Português (Brasil))

Carla Coutinho Moser, Narjara Mendes Garcia, Priscila Wally Chagas

71-93

Ecological look at mediation in the process of inclusion in childhood education

https://doi.org/10.20435/serie-estudos.v26i56.1274

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Silvani Kempf Bolgenhagen, Ariana Cosme, Ana Cristina Pinheiro

95-116

Transition between Pre-School and 1st year: challenges in the portuguese educational context

https://doi.org/10.20435/serie-estudos.v26i56.1442

PDF (Português (Brasil))

Cleomar Ferreira Gomes

117-130

Playing in childhood education − teaching and learning with playful rhetoric

https://doi.org/10.20435/serie-estudos.v26i56.1267

PDF (Português (Brasil))

Solange Jarcem Fernandes, Andrêssa Gomes de Rezende Alves, Elayne Silva Viana

131-148

Public-private relations in public education: the implications of the agreements for early childhood education in the municipality of Campo Grande, MS

https://doi.org/10.20435/serie-estudos.v26i56.1393

PDF (Português (Brasil))

Ana Sueli Teixeira de Pinho, Elizeu Clementino de Souza

149-170

Acolhimento às diferenças e temporalidades dos sujeitos: implicações curriculares na constituição do tempo escolar

https://doi.org/10.20435/serie-estudos.v26i56.1488

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Daiani Vieira Ortega, Silvio Cesar Nunes Militão

171-193

The São Paulo Faz Escola Program and the curricular proposal of São Paulo state in the teachers’ perception

https://doi.org/10.20435/serie-estudos.v26i56.1431

PDF (Português (Brasil))

Eliane Terezinha Tulio Ferronato, Flavines Rebolo

195-217

The complexity of teaching: the perception of Pedagogy interns about the challenges for the promotion of teaching well-being

https://doi.org/10.20435/serie-estudos.v26i56.1449

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Marileide Lima Moutinho Pamponet Lima, Adenilson Souza Cunha Júnior

219-241

Formative trajectory of youth and adult educators: the state of knowledge

https://doi.org/10.20435/serie-estudos.v26i56.1429

PDF (Português (Brasil))

Juliana Pedroso Bruns, Camila da Cunha Nunes

243-262

Implications of implementation of the More Literacy Program: reflections from school management

https://doi.org/10.20435/serie-estudos.v26i56.1416

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Aline da Silva Serpa Marangoni, Oto João Petry

263-285

New governance model: old management strategies for state schools in Santa Catarina

https://doi.org/10.20435/serie-estudos.v26i56.1436

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Alda Romaguera, Ana Cristina Silva, Magda Bellini, Vinícius Santos

287-305

Dissertations and theses produced between the years 2000 and 2017: a contribution to school daily life

https://doi.org/10.20435/serie-estudos.v26i56.1492

PDF (Português (Brasil))

Kamila Gusatti Dias, Kênia Guimarães Furquim Camargo, Maria Zeneide Carneiro Magalhães de Almeida

307-324

A dreaming idea or a dream to be built? Anísio Teixeira and the Brazilian education project

https://doi.org/10.20435/serie-estudos.v26i56.1420

PDF (Português (Brasil))

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