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• THE COMPENSATORY, PREPARATORY, AND SCHOOL-ORIENTED MODEL IN PRESCHOOL EDUCATION IN SÃO PAULO: AN ANALYSIS IN THE LIGHT OF HISTORICAL-CULTURAL THEORY

  Vanessa de Souza Monteiro, Cassiana Magalhães

  233-249

  2026-04-30

  DOI: https://doi.org/10.5216/ia.v51i1.82520

• Breve reflexão: educação, autoritarismo e violência sob a análise da teoria crítica frankfurtiana

  Cleudes Maria Tavares Rosa

  515-528

  2026-02-02

  DOI: https://doi.org/10.5216/ia.v43i2.52493

• ESTUDO COMPARADO DAS POLÍTICAS DE FORMAÇÃO CONTINUADA PARA PROFESSORES: POSSÍVEIS REFLEXÕES A PARTIR DO BRASIL E DA ARGENTINA

  Francine Cordeiro Bobato, Paloma Domingues Ferreira

  238-255

  2026-01-06

  DOI: https://doi.org/10.5216/ia.v46i1.65176

• THE PEDAGOGICAL REQUIRED SKILLS BY TEACHERS OF IMMIGRANT AND REFUGEE CHILDREN: CASE STUDY WITH TEACHERS IN GOIÂNIA

  Rômulo Sousa de Azevedo, Cláudia Tavares do Amaral

  762-777

  2025-12-15

  DOI: https://doi.org/10.5216/ia.v46i2.67964

• THE IMPLICATIONS OF NEOCONSERVATORISM IN FEDERAL PUBLIC UNIVERSITIES: A STUDY FROM THE BOLSONARO GOVERNMENT

  Maria Luciene da Silva Araújo, Marcos Adriano Barbosa de Novaes, Gilcélia Batista de Góis, Ruth Maria de Paula Gonçalves

  1009-1025

  2023-01-03

  DOI: https://doi.org/10.5216/ia.v47i3.72239