v.26, n. 56, jan/abr. 2021

• Editorial

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Artigos

• Nature conservation, indigenous rights, and settler colonialism: the politics of payments for ecosystem services in Mato Grosso do Sul (Brazil)

  Thomas R. Eimer , Maliene Kip

  5-39

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  DOI: https://doi.org/10.20435/serie-estudos.v26i56.1528

• Environmental Education of Children from a systemic perspective

  Eliane Lima Piske, Narjara Mendes Garcia, Maria Angela Mattar Yunes

  41-70

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  DOI: https://doi.org/10.20435/serie-estudos.v26i56.1330

• Ecological look at mediation in the process of inclusion in childhood education

  Carla Coutinho Moser, Narjara Mendes Garcia, Priscila Wally Chagas

  71-93

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  DOI: https://doi.org/10.20435/serie-estudos.v26i56.1274

• Transition between Pre-School and 1st year: challenges in the portuguese educational context

  Silvani Kempf Bolgenhagen, Ariana Cosme, Ana Cristina Pinheiro

  95-116

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  DOI: https://doi.org/10.20435/serie-estudos.v26i56.1442

• Playing in childhood education − teaching and learning with playful rhetoric

  Cleomar Ferreira Gomes

  117-130

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  DOI: https://doi.org/10.20435/serie-estudos.v26i56.1267

• Public-private relations in public education: the implications of the agreements for early childhood education in the municipality of Campo Grande, MS

  Solange Jarcem Fernandes, Andrêssa Gomes de Rezende Alves, Elayne Silva Viana

  131-148

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  DOI: https://doi.org/10.20435/serie-estudos.v26i56.1393

• Acolhimento às diferenças e temporalidades dos sujeitos: implicações curriculares na constituição do tempo escolar

  Ana Sueli Teixeira de Pinho, Elizeu Clementino de Souza

  149-170

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  DOI: https://doi.org/10.20435/serie-estudos.v26i56.1488

• The São Paulo Faz Escola Program and the curricular proposal of São Paulo state in the teachers’ perception

  Daiani Vieira Ortega, Silvio Cesar Nunes Militão

  171-193

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  DOI: https://doi.org/10.20435/serie-estudos.v26i56.1431

• The complexity of teaching: the perception of Pedagogy interns about the challenges for the promotion of teaching well-being

  Eliane Terezinha Tulio Ferronato, Flavines Rebolo

  195-217

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  DOI: https://doi.org/10.20435/serie-estudos.v26i56.1449

• Formative trajectory of youth and adult educators: the state of knowledge

  Marileide Lima Moutinho Pamponet Lima, Adenilson Souza Cunha Júnior

  219-241

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  DOI: https://doi.org/10.20435/serie-estudos.v26i56.1429

• Implications of implementation of the More Literacy Program: reflections from school management

  Juliana Pedroso Bruns, Camila da Cunha Nunes

  243-262

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  DOI: https://doi.org/10.20435/serie-estudos.v26i56.1416

• New governance model: old management strategies for state schools in Santa Catarina

  Aline da Silva Serpa Marangoni, Oto João Petry

  263-285

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  DOI: https://doi.org/10.20435/serie-estudos.v26i56.1436

• Dissertations and theses produced between the years 2000 and 2017: a contribution to school daily life

  Alda Romaguera, Ana Cristina Silva, Magda Bellini, Vinícius Santos

  287-305

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  DOI: https://doi.org/10.20435/serie-estudos.v26i56.1492

• A dreaming idea or a dream to be built? Anísio Teixeira and the Brazilian education project

  Kamila Gusatti Dias, Kênia Guimarães Furquim Camargo, Maria Zeneide Carneiro Magalhães de Almeida

  307-324

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  DOI: https://doi.org/10.20435/serie-estudos.v26i56.1420