Vol. 33 No. 2 (2008): Infância

View Vol. 33 No. 2 (2008): Infância

Published: 2008-12-17

Expediente

Expediente (Ficha Catalográfica)

Ficha Catalográfica

1-4
- PDF (Portuguese (Brazil))
DOI: https://doi.org/10.5216/ia.v33i2.6073

Editorial

Editorial
- PDF (Portuguese (Brazil))
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
- PDF (Portuguese (Brazil))
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
- PDF (Portuguese (Brazil))
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
- PDF (Portuguese (Brazil))
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
- PDF (Portuguese (Brazil))
DOI: https://doi.org/10.5216/ia.v33i2.5269
The pedagogization of childhood: reflecting on power and regulation

Aliandra Cristina Mesomo Lira

317-341
- PDF (Portuguese (Brazil))
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
- PDF (Portuguese (Brazil))
DOI: https://doi.org/10.5216/ia.v33i2.5271
UNESCO: The four pillars of ‘postmodern education’”

Lenildes Ribeiro Silva

359-378
- PDF (Portuguese (Brazil))
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
- PDF (Portuguese (Brazil))
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
- PDF (Portuguese (Brazil))
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
- PDF (Portuguese (Brazil))
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
- PDF (Portuguese (Brazil))
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
- PDF (Portuguese (Brazil))
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
- PDF (Portuguese (Brazil))
DOI: https://doi.org/10.5216/ia.v33i2.5280

Dissertations and Theses

Tesses Dissertações

509-526
- PDF (Portuguese (Brazil))
DOI: https://doi.org/10.5216/ia.v33i2.6127