Cadernos de Pós-graduação v. 7

View Cadernos de Pós-graduação v. 7
Published: 2009-09-15

Editorial

  • Editor's Note

    Celso do Prado Ferraz de Carvalho, Marcos Antônio Lorieri
    09-10
    DOI: https://doi.org/10.5585/cpg.v7n0.1900

Artigos

  • The new State Plan for Education: old regulation mechanisms and the new challenges of daily school life

    Adelgício Ribeiro de Paula
    13-28
    DOI: https://doi.org/10.5585/cpg.v7n0.1903

  • Historical, social and political characteristics of the Landless Workers Movement (MST) and the presence of Christian values and principles in its development

    Carlos Bauer
    29-48
    DOI: https://doi.org/10.5585/cpg.v7n0.1902

  • Cinema as a documental source in educational research: analysis of the film Suburban Angels (Carlos Reichenbach)

    Marie Rose Dabul
    49-54
    DOI: https://doi.org/10.5585/cpg.v7n0.1905

  • The Brazilian cinematheque: productions of movies and writings retaking the primary sources in practice of research in education

    Marileide Santana Lima
    55-60
    DOI: https://doi.org/10.5585/cpg.v7n0.1906

  • Poetry as a way of understanding for students of the elementary school

    Rosimeire Camacho Câmara
    61-68
    DOI: https://doi.org/10.5585/cpg.v7n0.1908

  • The cultural relationship of teenagers with the soap operas: a study in the educational context under the perspective of complexity

    Silvia Regina de Assis, Beatriz Martins Ferreira Rebello
    69-74
    DOI: https://doi.org/10.5585/cpg.v7n0.1909

  • The PCNs (National Curriculum Parameters) for secondary education: a first approach

    Fellipe de Assis Zaremba
    75-84
    DOI: https://doi.org/10.5585/cpg.v7n0.1910

  • The impacts of continuous progression in teaching: an exploratory study on pedagogical practice in public schools

    Antonio Carlos Torres, Miguel Henrique Russo
    85-94
    DOI: https://doi.org/10.5585/cpg.v7n0.1911

  • ENEM as agent of public policies to improve the quality of high school

    Rosangela Aparecida Hilário
    95-108
    DOI: https://doi.org/10.5585/cpg.v7n0.1912

  • The Bolivian educational system: principles and contradictions

    Paulo Tadeu de Morais
    109-120
    DOI: https://doi.org/10.5585/cpg.v7n0.1913

  • The impacts of the new curricular proposal of the State of São Paulo

    Adriana dos Santos Cunha
    121-126
    DOI: https://doi.org/10.5585/cpg.v7n0.1915

  • Philosophy, school, educators: a historical approach

    Maria Inês Paulista
    127-132
    DOI: https://doi.org/10.5585/cpg.v7n0.1916

  • The book: the solution of the problem

    Gislene A Silva Santos
    133-138
    DOI: https://doi.org/10.5585/cpg.v7n0.1917

  • What philosophy for high school?

    Carlos Roberto Paiva
    139-154
    DOI: https://doi.org/10.5585/cpg.v7n0.1918

  • Education and School psychology: necessary debatesl

    Claudia Gomes, Vera Lucia Trevisan Souza
    155-162
    DOI: https://doi.org/10.5585/cpg.v7n0.1919

  • The use of popular music in the philosophical experience in classroom

    José Edson da Silva Diniz
    163-170
    DOI: https://doi.org/10.5585/cpg.v7n0.1920

  • Truth, value and school culture: elements to dialogue with Nietzsche

    Thabata Franco de Oliveira
    171-178
    DOI: https://doi.org/10.5585/cpg.v7n0.1921

  • Regarding the logical contents proposed by the National Curricular Parameters: some observations

    Patrícia Del Nero Velasco
    179-190
    DOI: https://doi.org/10.5585/cpg.v7n0.1922