v. 17, n. 3, Dossiê Temático, set./dez. 2024

View v. 17, n. 3, Dossiê Temático, set./dez. 2024
Published: 2024-12-23

Editorial

Artigos

  • The neoliberal discourse in high school: the Life Project and the construction of the self-starter

    Adriege Matias Rodrigues, Ana Cláudia da Silva Rodrigues
    15-38
    DOI: https://doi.org/10.18764/2358-4319v17n3.2024.37

  • The life project in high school: what do capixabas students say?

    Asenate Rodrigues e Silva, Eliza Bartolozzi
    39-59
    DOI: https://doi.org/10.18764/2358-4319v17n3.2024.38

  • “There Is No Sin Below the Equator”: Neoliberalism and Education in High School

    Dulce Mari da Silva Voss, Eliada Mayara Alves Krakhecke, Cristiano Rodrigues da Silva
    60-76
    DOI: https://doi.org/10.18764/2358-4319v17n3.2024.39

  • The trap of the High School Reform for curricular homogenization and singularization of Youth

    Rafael Ferreira de Souza Honorato, Juan Cleslay Pereira Ventura, Ranielly Alves da Silva
    77-95
    DOI: https://doi.org/10.18764/2358-4319v17n3.2024.40

  • Initial teacher training: pedagogical practice and dialogue with high school students

    Maria Alves de Melo, Francisca Rejane Bezerra Andrade
    96-115
    DOI: https://doi.org/10.18764/2358-4319v17n3.2024.41

  • Social representations of being a teacher for finishing high school students

    Mayara Correa Silva Mendes, Laêda Bezerra Machado
    116-136
    DOI: https://doi.org/10.18764/2358-4319v17n3.2024.42

  • Curricula, quality of education and the “war on childhood” in Rio de Janeiro”

    Maria Luiza Süssekind, Lorena Azevedo do Carmo, Jeferson Maske
    137-156
    DOI: https://doi.org/10.18764/2358-4319v17n3.2024.43

  • Analysis of educational policies in the context of EPT practice in secondary education in IFs

    Sidinei Cruz Sobrinho
    157-175
    DOI: https://doi.org/10.18764/2358-4319v17n3.2024.44

  • The task of the historical-critical organization of teaching with Youth and Adult Education

    Lucas Martins de Avelar, Rones de Deus Paranhos
    176-193
    DOI: https://doi.org/10.18764/2358-4319v17n3.2024.45

  • The education of young people and adults in the context of the secondary education reform in Maranhão

    Ana Paula Ribeiro de Sousa, Leonardo José Pinho Coimbra
    194-217
    DOI: https://doi.org/10.18764/2358-4319v17n3.2024.46

  • A look at BNCC: reflections about the new high school curriculum in the state of Piauí

    Neide Cavalcante Guedes, Maria Núbia da Silva Ferreira
    218-236
    DOI: https://doi.org/10.18764/2358-4319v17n3.2024.47

  • New High School in Santa Catarina: implications of the Elective Curricular Component Entrepreneurial Education in the formative process of young people

    Aline Daniel dos Santos, Franciele Soares dos Santos
    237-256
    DOI: https://doi.org/10.18764/2358-4319v17n3.2024.48

  • The coloniality of knowledge/being in the high school curriculum: challenges of teaching in Acreana Amazon

    Tânia Mara Rezende Machado, Beatriz França de Morais, Klebe Miranda de Lima
    257-273
    DOI: https://doi.org/10.18764/2358-4319v17n3.2024.49

  • Pathology: curricular experiences in Bahian high school

    Iris Verena Oliveira, Tamires Fraga Martins, Tito Loiola Carvalhal
    274-295
    DOI: https://doi.org/10.18764/2358-4319v17n3.2024.50

  • Socio-Emotional Education and Brazil’s New Secondary Education project: a neoliberal training initiative for working class youth

    Antonio Dário Lopes Júnior, Estefanni Mairla Alves
    296-313
    DOI: https://doi.org/10.18764/2358-4319v17n3.2024.51

  • Rethinking Society Without Palliatives: Portraits of marginalization in Classroom Discussions

    Sheila Pires dos Santos, Marcelo Franco Leão
    314-335
    DOI: https://doi.org/10.18764/2358-4319v17n3.2024.52

  • The Teaching of Philosophy in Integrated Education: notes in the context of the BNCC

    Maria Keila Jeronimo, Antônio Basílio Novaes Thomaz de Menezes
    336-353
    DOI: https://doi.org/10.18764/2358-4319v17n3.2024.53

  • Samba as a mediator in language teaching: a sociocultural and historical literacy approach

    Linduarte Pereira Rodrigues, Clecinara de Freitas Barbosa
    354-372
    DOI: https://doi.org/10.18764/2358-4319v17n3.2024.54

  • Gender relations and violence against women in “Isaltina Campo Belo”, by Conceição Evaristo: a reading experience in high school

    Priscilla Barbosa de Miranda Barros, Marcelo Medeiros da Silva
    373-395
    DOI: https://doi.org/10.18764/2358-4319v17n3.2024.55

  • Perspectives for Teaching Sociology: the legacy of Du Bois and Martineau in identity formation

    Gabriela Pecantet Siqueira, Cyntia Barbosa Oliveira
    396-413
    DOI: https://doi.org/10.18764/2358-4319v17n3.2024.56

  • Digital Games and Multiliteracies: becoming in the contemporary training of mathematics and natural sciences teachers under the lens of the epistemology of praxis

    Daniela Costa Souza, Luiz Adolfo de Paiva Andrade
    414-433
    DOI: https://doi.org/10.18764/2358-4319v17n3.2024.57

  • Representation Matters: a discussion with high school students

    Franciele Brito Barbosa, Elis Cristina Fiamengue
    434-454
    DOI: https://doi.org/10.18764/2358-4319v17n3.2024.58

  • Centros Educa Mais and their guidelines: between steps and counter steps

    Ádria Karoline Souza de Aquino Utta, Edinólia Lima Portela
    455-475
    DOI: https://doi.org/10.18764/2358-4319v17n3.2024.59

  • The “New” High School in the state of Ceará and the inequality of access to school knowledge

    Vanessa Campos de Lara Jakimiu, Maria Auriene Cardoso
    476-491
    DOI: https://doi.org/10.18764/2358-4319v17n3.2024.60

  • Perspectives of young students on the “Reform” of High School: a study in Porto Alegre/RS

    Victor Hugo Nedel Oliveira, Gabrielle Bezerra da Silva
    492-509
    DOI: https://doi.org/10.18764/2358-4319v17n3.2024.61

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