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Rural education as reported by school administrators from Sâo Paulo in the 1930s and 1940s
(2018-01-01)
In the 1930s and 1940s, the school system was consolidated into a new institutional organization in the State of Sâo Paulo, Brazil. School administrators and the regional teaching delegates organized a new level for primary ...
Cidadania, Educação e CotidianoCitizenship, Education and Everyday Life
(FACED - UFRGS, 2014)
A tecnologia na vida cotidiana: um novo enfoque
(Universidade Federal de Santa MariaBrasilUFSMCentro de Tecnologia, 2010-06-16)
Given the new technologies as a benchmark in education, this article was developed
with the aim of analyzing the knowledge of technology in daily 47 students of the
School of Industrial Learning - EMAI, the city of Santa ...
O professor e a autoria no contexto da cibercultura: redes da cria????o no cotidiano da escola
(Faculdade de Educa????oPrograma de P??s-Gradua????o em Educa????oUFBA/FACEDbrasil, 2014-08-21)
O que voc?? descobriu sobre a gente? a escola de educa????o infantil do campo a partir do olhar das crian??as
(Faculdade de Educa????oPrograma de P??s-Gradua????o em Educa????oUFBA/Facedbrasil, 2017-08-14)
The teaching of geography in its daily school practice and the challenge of its innovationLa enseñanza de la geografía en su práctica escolar cotidiana y el desafío de su innovación
(Universidad Nacional Experimental Rafael María Baralt. Laboratorio de Estudios Latinoamericanos sobre el Pensamiento Crítico y Transformaciones Políticas (LESLA), 2020)
The Circle of Non-Dialogue: Everyday Interactions at Schools from a Poverty Context in Chile
(2015)
The purpose of this research is to understand, through an ethnographic approach, how interactions and dialogue transpire in the classrooms of three high-risk primary schools in Chile. We address the problem in an educational ...
The circle of non-dialogue: everyday interactions at schools located in vulnerable areas and Chilean educational system
(Routledge Journals, Taylor & Francis, 2021)
The purpose of this research is to understand, through an ethnography, how interactions and dialogue transpire in the classrooms of three high-risk primary schools in Santiago, Chile. We address the problem in an educational ...