Série-Estudos, v. 28, n. 62, jan/abr. 2023

https://doi.org/10.20435/serieestudos.v28i62.1781

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Dossiê: Recomendações dos Organismos Multilaterais para a Educação da América Latina e Caribe em contextos de crise

Maria de Lourdes Pinto de Almeida, María Verónica Leiva Guerrero

3-10

Apresentação do dossiê temático “Recomendações dos Organismos Multilaterais para a Educação da América Latina e Caribe em contextos de crise”

https://doi.org/10.20435/serieestudos.v28i62.1782

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Geandra Claudia Silva Santos, Adelaide de Sousa Oliveira Neta, Alexandra Ayach Anache

11-34

Special-needs Education Policies in Brazil: threats, contradictions and discontinuities

https://doi.org/10.20435/serieestudos.v28i62.1759

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Marlon Sandro Lesnieski, Lourdes Evangelina Zilberberg Oviedo

35-58

The World Bank's discourse for education in the pandemic: neoliberalism and the expansion of remote learning as “opportunities” for Latin America and the Caribbean in the crisis scenario

https://doi.org/10.20435/serieestudos.v28i62.1746

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Aline Bettiolo dos Santos, Elton Luiz Nardi

59-75

Results-based regulation: (re)definition from the World Bank’s arguments in post-2000 scenario

https://doi.org/10.20435/serieestudos.v28i62.1763

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José Vieira de Sousa , Maria de Lourdes Pinto de Almeida, Ketlin Elís Perske

77-100

Implications of OECD recommendations for Higher Education in Latin America and the Caribbean

https://doi.org/10.20435/serieestudos.v28i62.1761

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Andréia Aparecida Simão

101-125

The OECD discourse on education in times of pandemic: an analysis from the State of the Knowledge

https://doi.org/10.20435/serieestudos.v28i62.1751

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Pablo Daniel Garcia, Norberto Fernández Lamarra

127-148

Higher Education and the future: readings of the roadmap for Higher Education proposed by UNESCO from a Latin American perspective

https://doi.org/10.20435/serieestudos.v28i62.1766

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Marcio Giusti Trevisol, Altair Alberto Fávero , Diego Bechi

149-171

Education 2030 of Organization for Economic Cooperation and Development: induction and risks of a training curriculum model

https://doi.org/10.20435/serieestudos.v28i62.1741

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Ana Paula Soares

173-191

Demands around accountability in curriculum and teaching policies: the multilateral organizations and their articulations in times of crisis

https://doi.org/10.20435/serieestudos.v28i62.1762

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Lara Carlette Thiengo, Cezar Luiz De Mari

193-214

Reuni Digital and the conformation of an agenda for Brazilian higher education in the post-COVID-19 period

https://doi.org/10.20435/serieestudos.v28i62.1770

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Andréia Vicência Vitor Alves, Pamela Caetano Gimenes

215-236

International agreements and their influence on the management and educational planning of Brazil and Paraguay

https://doi.org/10.20435/serieestudos.v28i62.1744

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Lizete Camara Hubler, Maximino Luiz Martinelli, Rogério Augusto Bilibio

Reflections of the Microsoft report, Teaching 2030 in Resolution CNE/CP n. 2/2019

https://doi.org/10.20435/serieestudos.v28i62.1753

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Gesilaine Mucio Ferreira, Jani Alves da Silva Moreira, Maria Eunice França Volsi

257-281

Special and inclusive education in World Bank and UNESCO documents after the 2008 world crisis: political guidelines for Brazil

https://doi.org/10.20435/serieestudos.v28i62.1760

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Artigos

Marta Brostolin, Tania Maria Filiú de Souza

283-304

Early Childhood Education and Special Education: implications for teacher training in inclusive spaces

https://doi.org/10.20435/serieestudos.v28i62.1687

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Débora Piotto, Renata de Oliveira Alves

305-323

Postgraduate students of working classes and their relationship with school knowledge

https://doi.org/10.20435/serieestudos.v28i62.1526

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Maria Aparecida de Jesus Salgado, Ana Leticia Losano

325-346

The communication established in the Mathematics class during a landscape for investigation

https://doi.org/10.20435/serieestudos.v28i62.1701

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