About the Journal

Dialogia is a quarterly scientific publication of the Master’s Degree Program in Management and Educational Practices (PROGEPE) from the Universidade Nove de Julho (UNINOVE) that proposes to discuss and to become known the themes concerning educational practices and pedagogical thinking specially those that result from researches carried out within the post-graduation nationals and foreign stricto sensu programs. The Journal publishes texts that consist of theoretical and methodological contributions for the educational area, in the form of thematic dossiers, original papers, research reports, essays and critical reviews. Their receivers are primarily teachers, researchers, students and all kind of public that, directly or indirectly, keeps interest in educational issues.
Dialogia is registered in a wide and qualified  databases, national and foreign, of great reach, repercussion and academic-scientific credibility, being allowed the complete publication of each edition.
Dialogia is evaluated by QUALIS-CAPES as B1 in education and B2 in education.
 

Current Issue

No. 51 (2024): Fluxo contínuo

Dossiê “Saberes rizomáticos em educação”

n. 51, set./dez. 2024

Published: 2024-12-12

Dossiê n. 51 “Saberes rizomáticos em educação”

  • Production of videos about mathematical curiosities starring EJA students

    Eduardo dos Santos de Oliveira Braga, Vinícius Munhoz Fraga
    e25804
    DOI: https://doi.org/10.5585/51.2024.25804

  • Estratégias pedagógicas para o ensino de matemática a alunos com transtorno do espectro autista

    Claudionor de Oliveira Pastana, Elivaldo Serrão Custódio, Ielane Barata Pontes
    e26834
    DOI: https://doi.org/10.5585/51.2024.26834

  • Lines of force in curriculum theories: between trees and rhizomes

    Alessandra Aparecida Dias, Celso do Prado Ferraz de Carvalho
    e27639
    DOI: https://doi.org/10.5585/51.2024.27639

  • The cultural curriculum of Physical Education and the rhizomatic perspective of knowledge

    Marcos Garcia Neira, João Pedro Goes Lopes, Rubens Antonio Gurgel Vieira
    e27728
    DOI: https://doi.org/10.5585/51.2024.27728

  • The cyborg identity: conflicts of posthumanism in the film Transcendence – The Revolution (2014)

    Gustavo Santos Almeida, Jean Paul d' Antony
    e25359
    DOI: https://doi.org/10.5585/51.2024.25359

  • Interdisciplinarity and the crisis of education from an autoethnographic perspective: the teacher who came from the factory

    Geovane Ferreira Gomes
    e27105
    DOI: https://doi.org/10.5585/51.2024.27105

Artigos

  • Playful culture: the influence of playing through riverside objects on learning of child

    Solange dos Santos Conceição, Ângela do Céu Ubaiara Brito
    e25297
    DOI: https://doi.org/10.5585/51.2024.25297

  • A look at dialogic relationships from the freirean perspective and its contributions to early education

    Letícia Campos de Lima, Ana Paula Solino
    e25833
    DOI: https://doi.org/10.5585/51.2024.25833

  • The uniqueness of the being born into the world : a dialogue with Bakhtin and other voices

    Acir Mario Karwoski, Fátima Garcia Chaves
    e24780
    DOI: https://doi.org/10.5585/51.2024.24780

  • Cinema club res(x) istence presents:a speck of queer theory in the school

    Maritza Maciel Castrillon Maldonado, Luciene Neves, Wallace Santos Vieira
    e25228
    DOI: https://doi.org/10.5585/51.2024.25228

  • Assemblies as a way of democratizing public schools: the experience of Bachilleratos Populares in Argentina

    Mike Ceriani de Oliveira Gomes, Roberto Elisalde
    e25518
    DOI: https://doi.org/10.5585/51.2024.25518

  • Pedagogy for the future: bogdan Suchodolski’s contribution to thinking about education

    Vanessa Campos Mariano Ruckstadter, Marcela Cristina Gonçalves de Oliveira, Ligia Aparecida Ramos
    e25556
    DOI: https://doi.org/10.5585/49.2024.25556

  • School management in vulnerable contexts: contributions to the debate

    Edmar Lucas Ferreira Sehnem, Angela Maria Martins
    e25666
    DOI: https://doi.org/10.5585/51.2024.25666

  • Classroom in the Emotions: what stimuli evoke emotions in the university context?

    Kaique Henrique Peixoto, Everton Bedin
    e25686
    DOI: https://doi.org/10.5585/51.2024.25686
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