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

• Editorial

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

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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

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

  Graça Regina Franco da Silva Reis, Verônica Borges de Oliveira

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

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

  Tiago Ribeiro, Carlos Skliar

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

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

  Veronica Borges de Oliveira, Ana Paula de Jesus

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

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

  Merilin Baldan, Érika Virgílio Rodrigues da Cunha

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

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

  Manuella de Aragão Pires, Lívia de Rezende Cardoso

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

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

  Antonia Alves Pereira Silva, Maria Isabel Ramalho Ortigão

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

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

  José Leonardo Rolim de Lima Severo, Selma Garrido Pimenta

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

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

  Carmen Teresa Gabriel, Bruna Senna

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

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

  Graça Regina Franco da Silva Reis, Rafael Marques Gonçalves

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

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

  Iris Verena Oliveira

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

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

  Clarissa Bastos Craveiro

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

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

  Teresa Strong-Wilson

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Artigos

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

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

  Diene Eire de Mello, Marta Furlan de Oliveira

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

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

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

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

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

  Kelly Alves, Amélia Lopes, Fernando Pereira

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

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

  Nonato Assis de Miranda, Piagetti Júnior Pires Arcy

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

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

  Fernando Silveira Melo Plentz Miranda, Jefferson Carriello do Carmo

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

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

  Eliane Rodrigues Martins, Geandra Cláudia Silva Santos

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