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. 52 (2025): Fluxo contínuo

Dossiê “A Educação Inclusiva em Contextos Presenciais, Híbridos e On-line"

n. 52, jan./abr. 2025

Published: 2025-03-07

Interview

  • A Educação Inclusiva em Contextos Presenciais, Híbridos e On-line

    DOI: https://doi.org/10.5585/52.2025.28349
    Adriana Aparecida de Lima Terçariol, Patrícia Aparecida Bioto, Elisa Tomoe Moriya Schlünzen (Entrevistada)
    e28349

Dossiê n. 52 “A Educação Inclusiva em Contextos Presenciais, Híbridos e On-line”

Artigos

  • Indigenous peoples in the Graduate Programs of the Federal University of Rondônia/UNIR and their academic contributions

    DOI: https://doi.org/10.5585/52.2025.26865
    Carlos Magno Naglis Vieira, Mádson Ribeiro da Silva, Tharyck Dryely Nunes Rodrigues Fontineles
    e26865

  • Learning communities in an early childhood education center

    DOI: https://doi.org/10.5585/52.2025.26674
    Mariana Silva Lima, Ligia de Carvalho Abões Vercelli
    e26674

  • Financing basic education and federative collaboration: analysis of the Articulated Actions Plan (PAR) of a municipality in Rio Grande do Norte

    DOI: https://doi.org/10.5585/52.2025.24579
    Gilmar Barbosa Guedes, Bruna Kelly da Costa
    e24579

  • Youth and Adult Education under a socio-historical lens: challenges and perspectives

    DOI: https://doi.org/10.5585/52.2025.25850
    Denise Amaral Batista, José Roberto Gomes Rodrigues, Michele Batista das Neves
    e25850

  • Playing in the transition from Early Childhood Education to Elementary Education: what do official documents say?

    DOI: https://doi.org/10.5585/52.2025.25984
    Karluza Araújo Moreira Dantas, Aguinaldo Cesar Surdi
    e25984

  • Do high school students know how to operate with the concept of number?

    DOI: https://doi.org/10.5585/52.2025.26057
    Agatha de Souza Niero, Josélia Euzebio da Rosa
    e26057

  • Teaching practices for autistic children: a narrative review of the literature

    DOI: https://doi.org/10.5585/52.2025.26164
    Ivonete Martins Lourenço, José Roberto Herrera Cantorani, Meire Ramalho de Oliveira
    e26164

  • Initial and continuing training for School Counseling in the State Technical Schools of São Paulo, Brazil

    DOI: https://doi.org/10.5585/52.2025.26234
    Paulo Roberto Prado Constantino, Jorge Geraldo de Camargo Filho, Susana Henriques
    e26234

  • Public school management in a municipality in the state of Alagoas

    DOI: https://doi.org/10.5585/52.2025.26280
    Eduardo Leite Oliveira dos Santos, Lana Lisiêr de Lima Palmeira, Givanildo da Silva
    e26280

  • Northern state curricula restructured by the BNCC: structure and ideological assumptions

    DOI: https://doi.org/10.5585/52.2025.26321
    Andressa da Silva Gonçalves, Wilma de Nazaré Baía Coelho
    e26321

  • Work as a guiding principle for human formation: the experiences of Pistrak and Montessori in Early Childhood Education

    DOI: https://doi.org/10.5585/52.2025.26390
    Priscila Borba da Costa, Heloisa Toshie Irie Saito, Marcos Vinicius Francisco
    e26390

  • Remote dialogical teacher education: Challenges and learning arising from the times of COVID-19 pandemic

    DOI: https://doi.org/10.5585/52.2025.26607
    Roseli Rodrigues de Mello, Anselmo João Calzolari Neto, Antônio Álvaro Soares Zuin
    e26607

  • School garden and teaching-learning theories: pathways toward Agroecological Education

    DOI: https://doi.org/10.5585/52.2025.26947
    Diego Daltro Vieira, Roberto Remígio Florêncio, Maria Herbênia Lima Cruz Santos
    e26947

  • Diagnostic assessment in natural sciences during the covid-19 pandemic: a case study in Sinop - Mato Grosso

    DOI: https://doi.org/10.5585/52.2025.27238
    Marciano Coleta Leal, Victor Hugo de Oliveira Henrique, Carmen Wobeto
    e27238

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