Works matching IS 24468606 AND DT 2022 AND VI 17 AND IP 1
Results: 35
EDUCATION IN SENSITIVE TIMES: CONTRIBUTIONS OF MORAL AND SOCIOEMOTIONAL SKILLS IN THE CONTEXT OF THE PANDEMIC AND POST COVID-19.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 1, p. 3, doi. 10.21723/riaee.v17i1.14935
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RESEARCH IN EDUCATION: METHODS AND EPISTEMOLOGIES.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 1, p. 590, doi. 10.21723/riaee.v17i1.14618
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INVESTMENT IN RESEARCH: A STUDY ON THE PRODUCTION OF PATENTS BY FEDERAL UNIVERSITIES.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 1, p. 571, doi. 10.21723/riaee.v17i1.16156
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MULTICULTURAL DIDACTIC AND PHYSICAL EDUCATION: BETWEEN SCHOOL AND INITIAL TRAINING.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 1, p. 552, doi. 10.21723/riaee.v17i1.14432
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EDUCATION IN HUMAN RIGHTS: THE PERCEPTION OF TEACHERS IN A PUBLIC SCHOOL.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 1, p. 532, doi. 10.21723/riaee.v17i1.14802
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PARTICIPATION AND SOCIAL CONTROL IN THE CONTEXT OF PREPARATION AND APPROVAL OF THE MUNICIPAL EDUCATION PLAN OF ALTO ARAGUAIA/MT (2015/2025).
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 1, p. 516, doi. 10.21723/riaee.v17i1.15537
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EDUCATIONAL INDICATORS ASSOCIATED TO THE TEACHER: LACK OF PROFESSIONAL EDUCATION OR NEGLECT.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 1, p. 493, doi. 10.21723/riaee.v17i1.14052
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THE THEORY OF THE DUALIST SCHOOL IN THE TRAINING OF TECHNOLOGISTS.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 1, p. 479, doi. 10.21723/riaee.v17i1.14866
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IMPACT OF THE FORMATIVE PROCESS ON THE LABORAL TRAJECTORY OF YOUNG MASTERS: NEEDS FOR EDUCATIONAL ORIENTATION.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 1, p. 459, doi. 10.21723/riaee.v17i1.14539
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BEGINNER TEACHERS IN EARLY CHILDHOOD EDUCATION: DISSERTATIONS AND THESES PUBLISHED IN BRAZIL IN THE PERIOD 1996- 2018.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 1, p. 443, doi. 10.21723/riaee.v17i1.14604
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FROM CONTINUING FORMATION TO TEACHER'S WELL-BEING: SOCIAL OCCUPATIONAL CHARACTERISTICS AND PREVENTION OF OSTEOMUSCULAR SYMPTOMS.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 1, p. 424, doi. 10.21723/riaee.v17i1.14279
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CONTINUING TEACHER EDUCATION IN BRAZIL AND ARGENTINA: A COMPARATIVE STUDY OF FORMATION POLICIES FOR THE INCLUSIVE CONTEXT.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 1, p. 410, doi. 10.21723/riaee.v17i1.14675
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SIGNIFICANCE OF TEACHING DEVELOPMENT FOR HIGHER EDUCATION IN HEALTH: SOCIAL REPRESENTATIONS.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 1, p. 396, doi. 10.21723/riaee.v17i1.14942
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PERSPECTIVES FOR PROFESSIONAL FUTURE OF PEOPLE WITH DISABILITIES AND OTHER SPECIFIC EDUCATIONAL NEEDS: A STUDY OF SOCIAL REPRESENTATIONS.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 1, p. 380, doi. 10.21723/riaee.v17i1.15539
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TEACHERS' EDUCATION EXPERIENCE ABROAD: EFFECTS ON PEDAGOGICAL CONCEPTIONS.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 1, p. 359, doi. 10.21723/riaee.v17i1.15658
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THE SCHOOLING OF STUDENTS WITH DISABILITIES: FRUITFUL EDUCATION AS A WAY OF POSSIBILITY.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 1, p. 326, doi. 10.21723/riaee.v17i1.14302
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ORTHOGRAPHIC PERFORMANCE PROFILE OF STUDENTS WITH DYSLEXIA AND LEARNING DIFFICULTIES.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 1, p. 312, doi. 10.21723/riaee.v17i1.14610
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VERBAL VIOLENCES IN PROFESSOR-STUDENT RELATIONS: CONFLICTS, CONFLICTUALITIES AND SOCIAL RECOGNITION.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 1, p. 295, doi. 10.21723/riaee.v17i1.14067
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DIFFERENT MEANINGS OF THINKING VIOLENCE AT/FROM SCHOOL.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 1, p. 279, doi. 10.21723/riaee.v17i1.14633
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SEX AND DISABILITY: DISCOURSES OF YOUNG PEOPLE DIAGNOSED WITH INTELLECTUAL DISABILITIES AND THEIR FAMILIES.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 1, p. 262, doi. 10.21723/riaee.v17i1.15336
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THE CYCLE OF SPECIAL EDUCATION POLICIES IN A MUNICIPALITY OF SÃO PAULO: ANALYSIS IN THE CONTEXT OF TEXT PRODUCTION AND IN THE CONTEXT OF PRACTICE.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 1, p. 245, doi. 10.21723/riaee.v17i1.14237
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INSTRUMENTS FOR EVALUATING INCLUSIVE PRACTICES, CULTURES AND POLICIES IN UNIVERSITY CONTEXTS.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 1, p. 229, doi. 10.21723/riaee.v17i1.15756
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"MUSIC, MAESTRO!" A MULTIMEDIA TOOL TO SUPPORT MUSIC EDUCATION IN BASIC EDUCATION.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 1, p. 213, doi. 10.21723/riaee.v17i1.14224
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THE PEDAGOGIST OF THE SPECIALIZED LEARNING SUPPORT TEAM (SLST) IN THE ADVISORY OF TEACHERS.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 1, p. 345, doi. 10.21723/riaee.v17i1.14756
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A LOOK AT THE MAIN CLAIMS IN THE INTERNATIONAL AND NATIONAL DEBATES SPACES AROUND YOUTH AND ADULT EDUCATION: CONFINTEA AND CONAE.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 1, p. 197, doi. 10.21723/riaee.v17i1.14537
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EVIDENCE OF VALIDITY OF THE CHILDREN'S VERSION OF THE GROWING DISCIPLES INVENTORY (GDI) FOR USE IN PORTUGUESE LANGUAGE BRAZIL.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 1, p. 182, doi. 10.21723/riaee.v17i1.14847
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THE DEMOCRATIC SPEECH WITHIN THE MOVEMENT OF NETWORKS FOR ACCREDITATION AND EVALUATION OF HIGHER EDUCATION.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 1, p. 163, doi. 10.21723/riaee.v17i1.14758
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HIGHER EDUCATION IN MUNICIPAL EDUCATION PLANS.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 1, p. 147, doi. 10.21723/riaee.v17i1.15535
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THE ORGANIZATION OF THE BRAZILIAN PRE-SCHOOL: AN ANALYSIS OF THE LEADERS OF PRIVATE EDUCATIONAL ESTABLISHMENTS IN 1989 AT XXII CONEPE.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 1, p. 135, doi. 10.21723/riaee.v17i1.15392
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RESEARCH IN HIGHER EDUCATION FROM THE PERSPECTIVE OF NUSSBAUM AND OF MCTIC ORDINANCE N. 1.122/2020.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 1, p. 115, doi. 10.21723/riaee.v17i1.15014
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SCHOOL MANAGEMENT FOR RESULTS (GEpR): A MANAGEMENT MODEL INTRODUCED IN STATE SCHOOLS OF SECONDARY EDUCATION UNDER THE PUBLIC-PRIVATE PARTNERSHIP OF ProEMI/JF.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 1, p. 97, doi. 10.21723/riaee.v17i1.16616
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SCHOOL DROPOUT DUE TO PEDAGOGICAL REASONS OR CAUSES.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 1, p. 70, doi. 10.21723/riaee.v17i1.16193
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NEW DIDACTIC GESTURES ON EMERGENCY REMOTE TEACHING: LESSONS LEARNED IN EDUCATION AT COVID-19 PANDEMIC TIMES.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 1, p. 51, doi. 10.21723/riaee.v17i1.14989
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TEACHING WORK IN GOIÁS AND MATO GROSSO: MANAGERIAL STATE IN PANDEMIC TIMES.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 1, p. 35, doi. 10.21723/riaee.v17i1.15536
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SUBJECTIVITY AND EDUCATION IN VIRTUAL SPACES: LEARNING AND DEVELOPMENT IN TIMES OF PANDEMIC.
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- Revista Ibero-Americana de Estudos em Educação, 2022, v. 17, n. 1, p. 20, doi. 10.21723/riaee.v17i1.16617
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