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

• Editorial

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

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

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

  Graça Regina Franco da Silva Reis, Verônica Borges de Oliveira

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

• Schools, pandemic, and conversation: notes on useless education

  Tiago Ribeiro, Carlos Skliar

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

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

  Veronica Borges de Oliveira, Ana Paula de Jesus

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

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

  Merilin Baldan, Érika Virgílio Rodrigues da Cunha

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

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

  Manuella de Aragão Pires, Lívia de Rezende Cardoso

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

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

  Antonia Alves Pereira Silva, Maria Isabel Ramalho Ortigão

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

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

  José Leonardo Rolim de Lima Severo, Selma Garrido Pimenta

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

• Teacher training complex: space-time producer of curriculum policies

  Carmen Teresa Gabriel, Bruna Senna

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

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

  Graça Regina Franco da Silva Reis, Rafael Marques Gonçalves

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

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

  Iris Verena Oliveira

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

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

  Clarissa Bastos Craveiro

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

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

  Teresa Strong-Wilson

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

Artigos

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

  Diene Eire de Mello, Marta Furlan de Oliveira

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

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

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

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

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

  Kelly Alves, Amélia Lopes, Fernando Pereira

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

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

  Nonato Assis de Miranda, Piagetti Júnior Pires Arcy

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

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

  Fernando Silveira Melo Plentz Miranda, Jefferson Carriello do Carmo

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

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

  Eliane Rodrigues Martins, Geandra Cláudia Silva Santos

  • PDF (Português (Brasil))

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