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Educ. Pesqui.  vol.31 número3 en a09v31n3

Educ. Pesqui. vol.31 número3 en a09v31n3

... Drawing on Grundy (1983) again, practical action research is different from technical in that the action researcher chooses or designs the changes made. The two distinguishing characteri[r] ... See full document

21

Educ. Pesqui.  vol.32 número3 en a04v32n3

Educ. Pesqui. vol.32 número3 en a04v32n3

... A project for the improvement of the quality of teaching cannot succeed based solely on continued teacher education policies. This is a mistaken strategy that reduces and simplifies the [r] ... See full document

15

Educ. Pesqui.  vol.31 número1

Educ. Pesqui. vol.31 número1

... adecuado en caso de que algún evento imprevisto se presentaran en campo; c) Aplicación con un grupo piloto: a fin de ensayar el repertorio verbal y conductual al mo- mento de dirigir la aplicación del ... See full document

13

Educ. Pesqui.  vol.31 número2

Educ. Pesqui. vol.31 número2

... carga en las costas de Galicia (noroeste de la Península ...comprensión en el marco de la respuesta social crítica y proactiva ante los intentos oficiales de representar una “no-ca- tástrofe” y, b) el papel ... See full document

19

Educ. Pesqui.  vol.31 número2

Educ. Pesqui. vol.31 número2

... a tendência atual é a de que cada um redefina a seu modo esse conceito inevitável, que já en- tão se impôs nas diversas esferas da sociedade. Concorda-se, assim, que o desenvolvimento sustentável não seria um fim ... See full document

6

Educ. Pesqui.  vol.32 número3 en a02v32n3

Educ. Pesqui. vol.32 número3 en a02v32n3

... On April 14th 2004 comes into force the Law Nº 10861 (Brasil, 2004a) instituting the SINAES with the objective of “guaranteeing the national process of evaluation of the institutions of [r] ... See full document

29

Educ. Pesqui.  vol.32 número3 en a03v32n3

Educ. Pesqui. vol.32 número3 en a03v32n3

... Such anti-Jesuitic spirit is ultimately expressed in the attribution to the Company of Jesus of all ailments of the education in the metropolis and in the Brazilian colony, as well as of[r] ... See full document

11

Educ. Pesqui.  vol.33 número3 en a11v33n3

Educ. Pesqui. vol.33 número3 en a11v33n3

... My challenge has therefore consisted in identifying, apprehending and understanding the representations about the insertion of handicapped children in the non-restrictive regular school [r] ... See full document

17

Educ. Pesqui.  vol.33 número3 en a12v33n3

Educ. Pesqui. vol.33 número3 en a12v33n3

... Table 10 presents the conclusions from the logistic regression conducted separately for each question of the test. Column 2 indicates in which questions there are differences in the chan[r] ... See full document

19

Educ. Pesqui.  vol.34 número3 en v34n3a02

Educ. Pesqui. vol.34 número3 en v34n3a02

... In the fourth and last part of the report, Uchoa Cavalcanti proposes to organize statistical data and to appraise in a comparative manner the state of public instruction in the regions v[r] ... See full document

11

Educ. Pesqui.  vol.34 número3 en v34n3a07

Educ. Pesqui. vol.34 número3 en v34n3a07

... The INAF study has as its purpose to evaluate the conditions of mobilization of mathematical skills of the Brazilian population in the context of social practices. It adopts therefore a [r] ... See full document

15

Educ. Pesqui.  vol.34 número3 en v34n3a11

Educ. Pesqui. vol.34 número3 en v34n3a11

... In the case that I am concerned with, the creation of the ‘European education space’ as means of becoming a competitive Europe of knowledge and knowledge economy, this means engaging in [r] ... See full document

13

Educ. Pesqui.  vol.36 número3 en v36n3a03

Educ. Pesqui. vol.36 número3 en v36n3a03

... As noted in the research, the excessive submission to constructivism in the school routine results in two serious problems: (1) a single approach to diagnosis fo[r] ... See full document

28

Educ. Pesqui.  vol.36 número3 en v36n3a10

Educ. Pesqui. vol.36 número3 en v36n3a10

... Revisiting the theoretical framework on this issue has favored: (a) considering the usefulness of concept maps – employed as a strategy for teaching and / or assessment – from diff[r] ... See full document

21

Educ. Pesqui.  vol.36 número3 en v36n3a12

Educ. Pesqui. vol.36 número3 en v36n3a12

... After considering that genuine authority would have disappeared from our modern and contemporary world, Arendt (2005) asks herself for that in which authority would have chan[r] ... See full document

21

Educ. Pesqui.  vol.37 número3 en a01v37n3

Educ. Pesqui. vol.37 número3 en a01v37n3

... The volume concludes with the translation of an article by sociologist Claudine Haroche, research director of the Centre National de Recherche Scientifique (CNRS) in France, and a member of the Edgar Morin Centre at the ... See full document

4

Educ. Pesqui.  vol.37 número3 en a11v37n3

Educ. Pesqui. vol.37 número3 en a11v37n3

... This study aims to discuss the supposed virtuous constitution of education and knowledge originated from a certain cultural heritage of Western modernity. The study’s problematic is an[r] ... See full document

16

Educ. Pesqui.  vol.37 número3 en a13v37n3

Educ. Pesqui. vol.37 número3 en a13v37n3

... In the first case, the personal notes had the function of making “of the recollection of the fragmentary logos transmitted by teaching, listening, or reading a means to establish as [r] ... See full document

18

Educ. Pesqui.  vol.31 número3 en a11v31n3

Educ. Pesqui. vol.31 número3 en a11v31n3

... It can be observed that the origins of action research with Lewin identify an investigation that moves towards the transformation of a reality; an investigation actively committed to the[r] ... See full document

20

Educ. Pesqui.  vol.31 número2 en a10v31n2

Educ. Pesqui. vol.31 número2 en a10v31n2

... In this sense, the construction of environmental education as a public policy implemented by the Ministry for Education and Culture (MEC) and by the Ministry for the Environment (MMA) in[r] ... See full document

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