Vol. 42 No. 1 (2017)

Foreword

Foreword to the Thematic Section – Education and Ethnic-Racial Relations

Carla Beatriz Meinerz, Júnia Sales Pereira
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Educação e Relações Étnico-Raciais

Approaches to History Textbooks (2008-2011)

Luciano Magela Roza
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Africa’s Racialization Discourses in Brazilian History Textbooks (1950 to 1995)

Maria Telvira Conceição
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History Teaching, Intercultural Dialogue and Ethnic-Racial Relations

Carla Beatriz Meinerz
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Afro-Brazilian and African History and Culture in K-12 education in Paraíba state, Brazil

Waldeci Ferreira Chagas
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Secularization and Religious Intolerance: challenges for the History taught

Júnia Sales Pereira, Sonia Regina Miranda
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Slavery and Afro-descendants: a proposal for teacher training

Marisa Massone, Manuel M. Muñiz
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Race, History, and Education in Brazil and in Portugal: challenges and perspectives

Amilcar Araujo Pereira, Marta Araújo
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History Teaching and Ethnic Diversity: the Chilean and the Spanish cases

Joan Pagés Blanch, Gabriel Villalón Gálvez, Alicia Zamorano Vargas
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Ethnic-Racial Education and Early Teacher Training: reception of the Law 10639/2003

Míria Gomes de Oliveira, Paulo Vinícius Baptista da Silva
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Articles

I Do Not Know How to Read and Write Yet: indigenous students and the alleged school failure

Ilma Regina Castro Saramago de Souza, Marilda Moraes Garcia Bruno
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‘This is The End, My Beautiful Friend!’: serious leisure and the end of career

Saulo Neves de Oliveira, Johannes Doll
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Scientific Methodology in Brazil: teaching and interdisciplinarity

Américo Augusto Nogueira Vieira, Ademir Clemente, Guilherme Ataíde Dias, Marcílio Toscano Franca Filho
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The City as a Childhood Space

Rhaisa Naiade Pael Farias, Fernanda Müller
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Perspectives of the Non-School Educational in the Service of Young Offenders

Julio Cesar Francisco, Marcos Francisco Martins
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Representations of Childhood in Pedagogical Discourses: mutations and temporalities

Crislei de Oliveira Custódio
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Training and Monitoring: a two-stage training model in teacher professional development

Idalina Santos, Ana Amélia Carvalho
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Childhood and Schooling: entrance of children in elementary school

Vanessa Ferraz Almeida Neves, Danusa Munford, Francisco Ângelo Coutinho, Kely Cristina Nogueira Souto
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Pseudo-empirical Abstraction: epistemological meaning and methodological impact

Fernando Becker
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Education and the Theory of Recognition: interview with Axel Honneth

Francesc J. Hernàndez I Dobon, Benno Herzog, Maurício Rebelo Martins
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Foreword

Foreword to the Thematic Section – Education and Ethnic-Racial Relations

Educação e Relações Étnico-Raciais

Approaches to History Textbooks (2008-2011)

Africa’s Racialization Discourses in Brazilian History Textbooks (1950 to 1995)

History Teaching, Intercultural Dialogue and Ethnic-Racial Relations

Afro-Brazilian and African History and Culture in K-12 education in Paraíba state, Brazil

Secularization and Religious Intolerance: challenges for the History taught

Slavery and Afro-descendants: a proposal for teacher training

Race, History, and Education in Brazil and in Portugal: challenges and perspectives

History Teaching and Ethnic Diversity: the Chilean and the Spanish cases

Ethnic-Racial Education and Early Teacher Training: reception of the Law 10639/2003

Articles

I Do Not Know How to Read and Write Yet: indigenous students and the alleged school failure

‘This is The End, My Beautiful Friend!’: serious leisure and the end of career

Scientific Methodology in Brazil: teaching and interdisciplinarity

The City as a Childhood Space

Perspectives of the Non-School Educational in the Service of Young Offenders

Representations of Childhood in Pedagogical Discourses: mutations and temporalities

Training and Monitoring: a two-stage training model in teacher professional development

Childhood and Schooling: entrance of children in elementary school

Pseudo-empirical Abstraction: epistemological meaning and methodological impact

Education and the Theory of Recognition: interview with Axel Honneth

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