Works matching IS 24468606 AND DT 2022 AND VI 17
Results: 210
INSA CONFESSIONAL SCHOOL, SALINAS/MG: MEMORIES OF A CIVILIZING PROCESS FOR GIRLS.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 4, p. 2893, doi. 10.21723/riaee.v17i4.16779
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RETRATAÇÃO.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 3, p. 1, doi. 10.21723/riaee.v17i3.17248
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ENVIRONMENTAL EDUCATION PROMOTED BY THE ENVIRONMENTAL EDUCATION POLICIES OF BRAZIL AND COLOMBIA.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 4, p. 2646, doi. 10.21723/riaee.v17i4.14226
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DOSSIER: IMPLEMENTATION OF EDUCATIONAL POLICIES IN THE IBERO-AMERICAN CONTEXT.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, p. 2082, doi. 10.21723/riaee.v17iesp.3.17557
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ACCESSIBILITY AND INCLUSION: INCLUSIVE EDUCATION STRATEGIES AT THE FEDERAL UNIVERSITY OF SANTA MARIA (UFSM).
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 4, p. 2854, doi. 10.21723/riaee.v17i4.17440
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REINVENTING THE WHEEL: INSTITUTIONAL ARRANGEMENTS IN THE COORDINATION OF THE PEDAGOGY COURSE (UFRJ) DURING THE COVID 19 PANDEMIC.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 4, p. 3109, doi. 10.21723/riaee.v17i4.16702
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LIFELONG KINDERGARTEN: A PEDAGOGICAL PRACTICE BASED ON CREATIVE LEARNING FOR THE TRAINING OF LITERARY READERS IN PRIMARY EDUCATION.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 4, p. 3089, doi. 10.21723/riaee.v17i4.16041
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RESIGNIFICATIONS OF TEACHING PRACTICES IN HIGHER EDUCATION BASED ON ONLINE EDUCATION PRINCIPLES.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 4, p. 3071, doi. 10.21723/riaee.v17i4.15567
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THEORETICAL-METHODOLOGICAL APPROACHES BETWEEN THE SOCIOCULTURAL PERSPECTIVE OF LITERACY STUDIES AND THE HISTORICALCULTURAL THEORY.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 4, p. 3049, doi. 10.21723/riaee.v17i4.17328
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PARTNERSHIP BETWEEN THE PUBLIC AND PRIVATE SECTORS AS EDUCATIONAL POLICY: REPORT OF SOME RESEARCH.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 4, p. 3032, doi. 10.21723/riaee.v17i4.16690
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TEAM BASED LEARNING: APPLICATION OF ACTIVE TEACHING METHODOLOGY AS EVALUATION IN THE PRE-CLINICAL MOMENT IN THE DENTISTRY COURSE.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 4, p. 3020, doi. 10.21723/riaee.v17i4.17154
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KNOWLEDGE MANAGEMENT IN THE STEM/STEAM TEACHING SYSTEM.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 4, p. 3003, doi. 10.21723/riaee.v17i4.15549
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EDUCATION, CORPOREALITY AND THE VISUALLY IMPAIRED PERSON: A NECESSARY DIALOGUE.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 4, p. 2981, doi. 10.21723/riaee.v17i4.17371
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THE DEMOCRATIC MANAGEMENT OF THE BRAZILIAN PUBLIC SCHOOL: A BRIEF ANALYSIS OF THE SCHOOL MANAGEMENT AWARD.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 4, p. 2966, doi. 10.21723/riaee.v17i4.15340
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TRANSFORMATIVE BOARD LEADERSHIP AND ITS RELATIONSHIP TO TEACHING PERFORMANCE.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 4, p. 2948, doi. 10.21723/riaee.v17i4.17498
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INTERNAL ORGANIZATIONAL COMMUNICATION AS A DETERMINING FACTOR IN WORK PERFORMANCE.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 4, p. 2931, doi. 10.21723/riaee.v17i4.17497
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AESTHETIC EXPERIENCE: AUTONOMY AND SUBMISSION WOVEN OF FEAR AND DARING IN THE WEAVING OF THE "PATCHWORK QUILT".
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 4, p. 2913, doi. 10.21723/riaee.v17i4.1745
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A LITERATURA COMO EIXO INTEGRADOR NA ESCOLA: UM ESTUDO DE CASO COM CEM ANOS DE SOLIDÃO.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 3, p. 2064, doi. 10.21723/riaee.v17i3.15629
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SCHOOL INCLUSION FROM THE PERSPECTIVE OF THE SPECIALIZED TEACHER.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 4, p. 2876, doi. 10.21723/riaee.v17i4.17454
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POLITICS AND BELIEF: STUDY ABOUT THE BNCC AND HOMESCHOOLING BASED ON THE ADVOCACY COALITIONS FRAMEWORK.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 4, p. 2809, doi. 10.21723/riaee.v17i4.16556
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IN THE TRACKS OF THE DISCOURSE: THE EXPANSION OF COMPULSORY ENROLLMENT AND PRE-SCHOOL AS PREPARATORY.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 4, p. 2831, doi. 10.21723/riaee.v17i4.16594
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PLAYING IN KIDS EDUCATION AND ITS RELATIONSHIPS WITH TEACHERS' FORMATION AND VISION: A SCOPING REVIEW.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 4, p. 2793, doi. 10.21723/riaee.v17i4.16200
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A ARTE COMO POTÊNCIA PEDAGÓGICA ATRAVÉS DA MÚSICA: PORQUE O FLAMENGO TAMBÉM SE CANTA.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 3, p. 2045, doi. 10.21723/riaee.v17i3.16684
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NIETZSCHE AS AN EDUCATOR AND THE AFFIRMATION OF SINGULARITY.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 4, p. 2775, doi. 10.21723/riaee.v17i4.16121
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INSTRUCTIONAL GUIDE FOR PHYSICS TEACHERS: THE USE OF THE PADLET TOOL AS A STIMULUS FOR OUT-OF-CLASS STUDIES.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 4, p. 2757, doi. 10.21723/riaee.v17i4.15865
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CURRICULAR PUBLIC POLICIES IN TEACHER FORMATION: DIVERSITY ISSUES IN HUMANITIES UNDERGRADUATE PROGRAMS.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 4, p. 2741, doi. 10.21723/riaee.v17i4.17173
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THE IMPLEMENTATION OF THE NATIONAL SCHOOL NOURISHMENT PROGRAM IN THE PUBLIC SCHOOL SYSTEM OF MARANHÃO STATE: ADVANCES AND CHALLENGES.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 4, p. 2723, doi. 10.21723/riaee.v17i4.17453
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THE USE OF THE PRIMARY EDUCATION DEVELOPMENT INDEX (IDEB) BY SCHOOL MANAGERS: CHALLENGES FOR THE QUALITY OF EDUCATION.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 4, p. 2706, doi. 10.21723/riaee.v17i4.16972
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THE POLITICAL TENDENCY OF THE NATIONAL COMPETENCE MATRIX FOR SCHOOL PRINCIPALS AND THE BIRTH OF A SOCIOPOLITICAL PROPOSAL.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 4, p. 2684, doi. 10.21723/riaee.v17i4.16442
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BIOLOGICAL AND CULTURAL DIVERSITY IN BIOLOGY TEACHER FORMATION: ANY RELATION?
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 4, p. 2664, doi. 10.21723/riaee.v17i4.16079
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ADAPTATION AND VALIDATION EVIDENCE OF THE QUESTIONNAIRE OF SATISFACTION WITH THE REMOTE ACADEMIC EXPERIENCE (QSEA-R).
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 4, p. 2625, doi. 10.21723/riaee.v17i4.16756
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PRINCIPLES OF COMPLEXITY THEORY FOR THE IMPLEMENTATION OF DISTANCE LEARNING COURSES IN HIGHER EDUCATION.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 4, p. 2613, doi. 10.21723/riaee.v17i4.16211
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"OPERATION SANDWICH": ACTIVE LEARNING METHODOLOGY FOR FUTURE MANAGERIAL ACCOUNTANTS.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 4, p. 2596, doi. 10.21723/riaee.v17i4.15540
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POPULAR EDUCATION AND PEDAGOGICAL EXPEDITIONS IN THE EDUCATIONAL PRACTICE OF THE GAMELA INDIGENOUS PEOPLE: RIGHTS AND ETHNIC RESISTANCE.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, p. 1295, doi. 10.21723/riaee.v17iesp.2.16979
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LEARNING METHODOLOGIES IN DISTANCE EDUCATION: DIVERSITY AND CHALLENGES.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 4, p. 2582, doi. 10.21723/riaee.v17i4.16838
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INTERLOCUTIONS BETWEEN QUALITATIVE CONTENT ANALYSIS AND WEBQDA DATA SOFTWARE IN EDUCATIONAL RESEARCH.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 4, p. 2565, doi. 10.21723/riaee.v17i4.16804
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CYBERNETIC CITIZENSHIP: CONTRIBUTIONS OF AN EXTENSIONIST ACTION TO SOCIETY.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 4, p. 2544, doi. 10.21723/riaee.v17i4.16436
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DIGITAL INFORMATION AND COMMUNICATION TECHNOLOGY (DICT) AND ITS POSSIBILITIES IN EDUCATION DURING THE COVID-19 PANDEMIC.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 4, p. 2526, doi. 10.21723/riaee.v17i4.15695
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PREDICTIVE READING SKILLS IN SCHOOLCHILDREN IN THE EARLY YEARS OF LITERACY IN TIMES OF PANDEMIC.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 4, p. 2513, doi. 10.21723/riaee.v17i4.16233
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SCHOOL IN TIMES OF PANDEMIC: HELPLESSNESS, HUNGER AND TECHNOLOGICAL DEPRIVATION.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 4, p. 2494, doi. 10.21723/riaee.v17i4.16730
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INTERNATIONALIZATION AT HOME IN DISTANCE POSTGRADUATE EDUCATION IN LATIN AMERICA AND THE CARIBBEAN.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 4, p. 2476, doi. 10.21723/riaee.v17i4.16549
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THE IMPLEMENTATION OF GERMAN CULTURAL AND EDUCATIONAL POLICY ABROAD: GERMAN SCHOOLS IN LATIN AMERICA.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, p. 2525, doi. 10.21723/riaee.v17iesp.3.16591
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CONTEXT FOR THE IMPLEMENTATION OF THE RIGHT AGE LEARNING PROGRAM (PAIC).
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, p. 2498, doi. 10.21723/riaee.v17iesp.3.16719
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TRUNCATED MODERNITY AND DECENTRALIZATION OF EDUCATIONAL MANAGEMENT IN PERU: ASPECTS OF THE IMPLEMENTATION OF MUNICIPALIZATION (2006-2011).
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, p. 2448, doi. 10.21723/riaee.v17iesp.3.16622
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SCHOOL PRINCIPALS IN THE IMPLEMENTATION OF THE INCLUSIVE SPECIAL EDUCATION POLICY IN A CITY IN THE METROPOLITAN REGION OF SÃO PAULO.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, p. 2379, doi. 10.21723/riaee.v17iesp.3.16688
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IMPLEMENTATION OF REMOTE LEARNING: TEACHERS AND FAMILIES PERCEPTIONS IN EARLY CHILDHOOD EDUCATION.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, p. 2359, doi. 10.21723/riaee.v17iesp.3.16723
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THE IMPLEMENTATION OF THE 'TURNO ÚNICO' IN RIO DE JANEIRO: INTERACTION AND DISCRETION OF AGENTS.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, p. 2337, doi. 10.21723/riaee.v17iesp.3.16732
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FROM BENCH TO SMALL NOTEBOOK: DISCRETION AND STIGMA IN ENROLLMENT PROCEDURES IN CARIOCAS'S SCHOOLS.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, p. 2317, doi. 10.21723/riaee.v17iesp.3.16692
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POLICY IMPLEMENTATION AS A LOCUS FOR THE REPRODUCTION OF INEQUALITIES: DELVING INTO RIO DE JANEIRO'S ACCELERATED LEARNING POLICY.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, p. 2290, doi. 10.21723/riaee.v17iesp.3.16687
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EDUCATIONAL POLICY FOR HIGH SCHOOL: THE PROJECT "ESCOLA PLENA" IN THE CONTEXT OF MATO-GROSSO STATE.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, p. 2270, doi. 10.21723/riaee.v17iesp.3.16728
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