Vol. 33 No. 2 (2008): Infância

View Vol. 33 No. 2 (2008): Infância
Published: 2008-12-17

Expediente

  • Expediente (Ficha Catalográfica)

    1-4
    DOI: https://doi.org/10.5216/ia.v33i2.6073

Editorial

  • Editorial

    DOI: https://doi.org/10.5216/ia.v33i2.6069

Dossier Articles

  • Education of young children as a strategy for the relief from poverty

    Rosânia Campos, Roselane Fátima Campos
    241-263
    DOI: https://doi.org/10.5216/ia.v33i2.5265

  • Literacy in Children’s Education: “who’s afraid of the big,bad wolf.

    Regina Aparecida Marques Souza
    265-279
    DOI: https://doi.org/10.5216/ia.v33i2.5267

  • Financing children’s education is not a child’s game: caught between the absence of Fundef and insufficient funds from Fundeb

    Wellington Ferreira de Jesus
    281-296
    DOI: https://doi.org/10.5216/ia.v33i2.5268

  • The creativity of children from the perspective of Lev Vigotski

    Geisa Nunes de Souza Mozzer, Fabrícia Teixeira Borges
    297-316
    DOI: https://doi.org/10.5216/ia.v33i2.5269

  • The pedagogization of childhood: reflecting on power and regulation

    Aliandra Cristina Mesomo Lira
    317-341
    DOI: https://doi.org/10.5216/ia.v33i2.5270

  • The affective dimension in the development of the child. Contributions from the theory of Henri Wallon

    Ana Rita Silva Almeida
    343-357
    DOI: https://doi.org/10.5216/ia.v33i2.5271

  • UNESCO: The four pillars of ‘postmodern education’”

    Lenildes Ribeiro Silva
    359-378
    DOI: https://doi.org/10.5216/ia.v33i2.5272

  • Contradictory policies of flexibility and centralization: reflections on the history and policies for children’s education in Goiás

    Ivone Garcia Barbosa
    379-393
    DOI: https://doi.org/10.5216/ia.v33i2.5273

  • Research with children in PE: theoretical questions and methodological challenges

    Eliane Gomes-da-Silva, Marcia Buss Simão
    395-416
    DOI: https://doi.org/10.5216/ia.v33i2.5274

Artigos

  • The identification mechanism: an analysis based on Freudian theory and the critical theory of society

    Dulce Regina do Santos Pedrossian
    417-442
    DOI: https://doi.org/10.5216/ia.v33i2.5275

  • The teacher as a learning subject and the implications of the Vygotsky school

    Marly Teixeira Morettini, Sônia da Cunha Urt
    443-466
    DOI: https://doi.org/10.5216/ia.v33i2.5276

  • School autonomy: dimensions and contraditions in the education system of Recife

    Alfredo Macedo Gomes, Edson Francisco de Andrade
    467-486
    DOI: https://doi.org/10.5216/ia.v33i2.5279

  • School inclusion and children’s education: the reality in Jataí, Goiás

    Renata Machado de Assis, Sirlane Vicente de Sousa Silveira,Vivianne Oliveira Gonçalves
    487-507
    DOI: https://doi.org/10.5216/ia.v33i2.5280

Dissertations and Theses

  • Tesses Dissertações

    509-526
    DOI: https://doi.org/10.5216/ia.v33i2.6127