v. 25, n. 1, jan. / abr. 2020

View v. 25, n. 1, jan. / abr. 2020
Published: 2020-05-04

Full Issue

  • Presentation AMBIÊNCIAS FORMATIVAS ESPAÇOSTEMPOS DE INVENÇOES E FORMAÇÃO DOCENTE

    6 - 11
    DOI: https://doi.org/10.22195/2447-524620202530258

  • INTERCULTURALITY AND THE USE OF ICT IN PRESCHOOL EDUCATION. A CASE STUDY

    12 - 28
    DOI: https://doi.org/10.34019/2447-5246.2020.v25.30412

  • DIGITAL LITERACIES POTENTIALIZED BY HYBRID FORMATIVE ENVIRONMENTS

    29 - 45
    DOI: https://doi.org/10.34019/2447-5246.2020.v25.30430

  • HIPERMIDIATIC LETTERING AND APPS PRODUCTION IN TEACHING TRAINING

    46 - 64
    DOI: https://doi.org/10.34019/2447-5246.2020.v25.30431

  • FACEBOOK GAMES AS TRAINING HYBRID ENVIRONMENTS IN BIOLOGY TEACHING

    65 - 81
    DOI: https://doi.org/10.34019/2447-5246.2020.v25.30432

  • FROM FACE TO FACE INTERACTIONS TO NETWORK COMMUNICATION DYNAMICS the online conversation as a methodological procedure in the field of educational research

    82 - 98
    DOI: https://doi.org/10.34019/2447-5246.2020.v25.29955

  • DIARIES ONLINE OF TEACHERS IN TRAINING MEMORIES OF PLAYING CHILDREN IN CYBERCULTURE

    99 - 113
    DOI: https://doi.org/10.34019/2447-5246.2020.v25.30433

  • DECIPHERING THE EVENT UNDERSTANDING IN THE SCOPE OF RESEARCH IN EDUCATION

    114 - 129
    DOI: https://doi.org/10.34019/2447-5246.2020.v25.30434

  • FROM MEMES TO FAKE NEWS challenges of research-training in cyberculture

    130 - 147
    DOI: https://doi.org/10.34019/2447-5246.2020.v25.30436

  • EDUCATIONAL PRACTICES FROM THE PERSPECTIVE OF AUTHORSHIP AND REMIX WITH MEMES

    148 - 166
    DOI: https://doi.org/10.34019/2447-5246.2020.v25.30437

  • IMAGES, SOUNDS AND NARRATIVES CREATING KNOWLEDGE AND TRAINING TEACHERS

    167 - 183
    DOI: https://doi.org/10.34019/2447-5246.2020.v25.30438

  • Video production at school - mediations and media-educational practices

    184 - 196
    DOI: https://doi.org/10.34019/2447-5246.2020.v25.29971

  • QUINHOAR HISTORY TEACHING IN PUBLIC HISTORY WORLD AUDIOVISUALITIES

    197 - 216
    DOI: https://doi.org/10.34019/2447-5246.2020.v25.30439

  • APRENDER EM ASFALTO, FLOR E COM ESTRELAS

    217 - 231
    DOI: https://doi.org/10.34019/2447-5246.2020.v25.30149

  • FORMAÇÃO CONTINUADA DE PROFESSORES COM AS TECNOLOGIAS MÓVEIS DIGITAIS

    232 - 248
    DOI: https://doi.org/10.34019/2447-5246.2020.v25.30440

  • TRAINING COURSE ON SUICIDE PREVENTION POSSIBLE AESTHETIC APPROACHES

    249 - 264
    DOI: https://doi.org/10.34019/2447-5246.2020.v25.30441

  • HACKER SCHOOL - FORMATIVE ENVIRONMENTS TO COMBAT VIOLENCE

    265 - 281
    DOI: https://doi.org/10.34019/2447-5246.2020.v25.30442

  • FORMATIVE ITINERANCES OF TEACHERS IN CHILDHOOD EDUCATION COLLABORATIVE LEARNING SPACES

    282 - 298
    DOI: https://doi.org/10.34019/2447-5246.2020.v25.30443

  • KNOWLEDGE VERSUS LIFE EXPERIENCE TERRITORIES TEACHER’S TRAINING IN DIFFERENT CONTEXTS OF THE INTERIOR OF THE AMAZON

    299 - 319
    DOI: https://doi.org/10.34019/2447-5246.2020.v25.30444

  • GEOLOCALIZED MEDIA AND HUMAN RIGHTS EDUCATION: PERSPECTIVES

    320 - 335
    DOI: https://doi.org/10.34019/2447-5246.2020.v25.30445

  • FROM TUTOR TO DISTANCE MEDIATOR TEACHER the implications for the work of distance education professionals

    336 - 356
    DOI: https://doi.org/10.34019/2447-5246.2020.v25.30446