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. 53 (2025): Fluxo contínuo

Dossiê "Transformações no currículo da educação básica brasileira"

n. 53, maio/ago. 2025

Published: 2025-05-26

Artigos

  • Adults 5.0

    DOI: https://doi.org/10.5585/53.2025.24453
    Luis Abrahán Sarmiento Moreno
    e24453

  • Diagnostic evaluation of literacy and professional development of literacy teachers

    DOI: https://doi.org/10.5585/53.2025.25147
    Hilda Aparecida Linhares da Silva , Luciane Aparecida de Souza
    e25147

  • Sexuality, gender and Genderbread Person: school perceptions caused by the application of a pedagogical intervention in basic education

    DOI: https://doi.org/10.5585/53.2025.26213
    Sandra Maders, Matheus Souza Bortolotto
    e26213

  • Corporeality and teacher training in remote teaching

    DOI: https://doi.org/10.5585/53.2025.26335
    Ricardo Weller Piloto, Wagner Wey Moreira
    e26335

  • The school director and school management: training and practice in municipal schools in São Paulo

    DOI: https://doi.org/10.5585/53.2025.26578
    Sandy Katherine Weiss de Almeida, Rosemary Roggero
    e26578

  • The work process of physical education teachers in the public school system of Pelotas

    DOI: https://doi.org/10.5585/53.2025.26908
    Júlia dos Santos Silveira, Andressa Aita Ivo, Franciele Roos da Silva Ilha
    e26908

  • Academic literacy in graduate studies: theoretical reading and writing practices in a new learning stage

    DOI: https://doi.org/10.5585/53.2025.27296
    Eliana Cassia Genoveze, Lúcia Villas Bôas
    e27296

  • My students are hybrids, what now?: the post-human and the contemporary classroom

    DOI: https://doi.org/10.5585/53.2025.27615
    Renan Monezi Lemes, Rodrigo de Santana Silva, Sanny Kellen Anjos Cavalcante Canuto
    e27615

  • “I don’t shut up, I encrypt!”: the production of the conceptual scheme of assemblage in research with youth

    DOI: https://doi.org/10.5585/53.2025.27660
    Simone Cristina de Amorim, Marcos Roberto Vieira Garcia
    e27660
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