Vol. 13 No. 3 (2013)

Setembro - Dezembro 2013

ISSN: 1984-7114

DOI: https://doi.org/10.14210/contrapontos.v13i3

Published: 2014-02-04

Inicial Notes

Sumário

155-157
- PDF (Português (Brasil))

Editorial

Editorial

Comissão Editorial

158-159
- PDF (Português (Brasil))

Articles

EXPERIENCE, DIALOGUE AND QUESTIONING: TEACHER TRAINING AS PHILOSOPHICAL EXPERIENCE

Carmen Sanches Sampaio, Tiago Ribeiro, Igor Helal

160-168
- PDF (Português (Brasil))
CURRICULAR PRACTICES WITH ELEMENTS OF INCLUSIVITY: AN ANALYSIS BASED ON SCHOOL CULTURE

Amélia Maria Araújo Mesquita, Genylton Odilon Rêgo da Rocha

169-177
- PDF (Português (Brasil))
CONTEMPORARY VISUALITY AND EDUCATION: INTERACTION OF LANGUAGES AND READING

Analice Dutra Pillar

178-185
- PDF (Português (Brasil))
LEARNING HOW TO BE A LITERACY TEACHER: CHALLENGES TO TRAINING

Doris Pires Vargas Bolzan, Silvana Martins de Freitas Millani

186-194
- PDF (Português (Brasil))
THE UNIVERSITY PROFESSOR AS A PROFESSIONAL RESEARCHER OF HIS OWN PRACTICE

Altair Aberto Fávero, Darciel Pasinato

195-206
- PDF (Português (Brasil))
THE EVALUATION OF LEARNING: HOW TO DO THIS AT UNIVERSITIES?

Judith Martinez Royert, Vera Lucia Felicetti

207-213
- PDF (Português (Brasil))
RESEARCH-DEVELOPMENT: A LOOK AT ITS CONCEPTUAL AND POLITICAL CONSTITUTION

Andrea M. Longarezi, Jorge Luiz da Silva

214-225
- PDF (Português (Brasil))
TIME AND LEARNING. THE MODEL OF RATIO STUDIORUM FROM THE XVI TO THE XIX CENTURY

Fabio Pruneri

226-237
- PDF (Português (Brasil))