Vol. 38 No. 2 (2025): julho-dezembro

Editorial

Editorial

Íris Susana Pires Pereira, Maria Helena Martinho, Maria João Gomes
- PDF (Português (Portugal))

Artigos

Educational robotics for the development of computational thinking: A study in a rural school in Colombia

Eva Patricia Vásquez Gómez, Jorge Enrique Quevedo Buitrago, Ana Esperanza Merchán Hernández, Diego Orlando Méndez Pineda

e25021
- PDF (Español (España))
Interpersonal conflict management by higher education students: a systematic literature review

Patrícia Guiomar, Ana Maria Costa e Silva

e25022
- PDF (Português (Portugal))
Concerns of Pre-Service Spanish Teachers During the Pandemic Versus the Pre-Pandemic and Post-Pandemic Periods in Portugal

Marta Pazos Anido, Mónica Barros Lorenzo

e25023
- PDF (Español (España))
The External School Evaluation Program and Inclusive Education in Portugal: An Integrative Review

Jennifer Silva, Diana Oliveira, Alexandre Ventura

e25024
- PDF (Português (Portugal))
REMOTE INTERVENTION MODEL FOR A STUDENT WITH CEREBRAL PALSY: USE OF DIGITAL GAME WITH TECHNOLOGICAL AND ASSISTIVE TECHNOLOGY CONTRIBUTIONS

Manoel Osmar Seabra Junior, Simone Pinto Ferreira, Maria Luiza Salzani Fiorini, Mônica Nemézio da Costa Siqueira, Camila Rodrigues Costa, Viviane Rodrigues, Fernanda Carolina Toledo da Silva, Elaine de Oliveira Santos

e25025
- PDF
Organizational structures for doctoral education in Portugal: Prevalence and characteristics

Sónia Cardoso, Teresa Carvalho

e25026
- PDF (Português (Portugal))

Núcleo temático I

Presentation of the Thematic Section - University entrance exams and the challenge of competencies: The History exam from a comparative perspective

Álvaro Chaparro, Ramón Cózar Gutiérrez , María del Mar Felices de la Fuente

e25027
- PDF (Español (España))
Historical thinking competencies in the Italian Esame di Stato: A descriptive study (2005–2024)

María del Mar Felices de la Fuente, Raquel Sánchez Ibáñez, Filippo Galletti, María de la Encarnación Cambil Hernández

e25028
- PDF (Español (España))
Analysis of historical thinking in the ENEM test (1998–2023)

Álvaro Chaparro-Sainz, José Monteagudo-Fernández, Rosangela Gehrke, Lucía Fernández-Rodríguez

e25029
- PDF (Português (Portugal))
Development of historical competencies: Comparison between pre-university exams in Portugal and Spain

Marília Gago, Belén Castro-Fernández, María del Mar Simón García, Ramón López Facal

e25030
- PDF (Português (Portugal))
The Early Modern Age in Spain’s university entrance examinations

Cosme Jesús Gómez Carrasco, Félix González Chicote

e25031
- PDF
Historical thinking and historical consciousness competencies in Lukio (Finland) and Högstadiet (Sweden) national exams

Sergio Tirado-Olivares, Ainoa Escribano-Miralles, Juan Ramón Moreno-Vera, Fredrik Alvén

e25032
- PDF
The Development of Historical Competencies in the Saber 11 Tests for Access to Higher Education in Colombia

María Montserrat Pastor Blázquez, Nilson Javier Ibagón, Pedro Miralles Sánchez, Ramón Cózar-Gutiérrez

e25033
- PDF (Español (España))

Núcleo temático II

Nota introdutória ao Núcleo temático - Diferentes vertentes da democracia na governação das escolas: Portugal e Brasil

Maria Fernanda Santos Martins, Ângela Martins

e25034
- PDF (Português (Portugal))
Democratic assumptions in relationships with others and mentoring of school principals

Maria Cecília Luiz , Jéssica Veloso Morito, Maria Carolina Rosa Orlando Barbosa, Aline Cristina de Souza

e25035
- PDF (Português (Portugal))
Education Plans and Democratic Governance in Brazil: contradictions and challenges for public state schools in Mato Grosso do Sul

Regina Cestari Oliveira

e25036
- PDF (Português (Portugal))
“We are free, we are free, we will not go back...”: Student autonomy in Portuguese secondary education

Inês Sousa, Elisabete Ferreira

e25037
- PDF (Português (Portugal))
The pedagogical coordinator's role in schools in vulnerable areas in the state of Ceará (Brazil): school management in perspective

Rodnei Pereira, Maria do Carmo Meirelles Toledo Cruz, Maíra de Araújo Mamede

e25038
- PDF (Português (Portugal))
When the law says yes but practice says no: advanced training and teaching in contradiction

Elisabete Macedo

e25039
- PDF (Português (Portugal))
Process of building a local educational project: Logics of power and resistance in the development of the “city” as an educational-cultural agent

Leonor L. Torres, Maria Fernanda Santos Martins

e25040
- PDF (Português (Portugal))

Editorial

Editorial

Artigos

Educational robotics for the development of computational thinking: A study in a rural school in Colombia

Interpersonal conflict management by higher education students: a systematic literature review

Concerns of Pre-Service Spanish Teachers During the Pandemic Versus the Pre-Pandemic and Post-Pandemic Periods in Portugal

The External School Evaluation Program and Inclusive Education in Portugal: An Integrative Review

REMOTE INTERVENTION MODEL FOR A STUDENT WITH CEREBRAL PALSY: USE OF DIGITAL GAME WITH TECHNOLOGICAL AND ASSISTIVE TECHNOLOGY CONTRIBUTIONS

Organizational structures for doctoral education in Portugal: Prevalence and characteristics

Núcleo temático I

Presentation of the Thematic Section - University entrance exams and the challenge of competencies: The History exam from a comparative perspective

Historical thinking competencies in the Italian Esame di Stato: A descriptive study (2005–2024)

Analysis of historical thinking in the ENEM test (1998–2023)

Development of historical competencies: Comparison between pre-university exams in Portugal and Spain

The Early Modern Age in Spain’s university entrance examinations

Historical thinking and historical consciousness competencies in Lukio (Finland) and Högstadiet (Sweden) national exams

The Development of Historical Competencies in the Saber 11 Tests for Access to Higher Education in Colombia

Núcleo temático II

Nota introdutória ao Núcleo temático - Diferentes vertentes da democracia na governação das escolas: Portugal e Brasil

Democratic assumptions in relationships with others and mentoring of school principals

Education Plans and Democratic Governance in Brazil: contradictions and challenges for public state schools in Mato Grosso do Sul

“We are free, we are free, we will not go back...”: Student autonomy in Portuguese secondary education

The pedagogical coordinator's role in schools in vulnerable areas in the state of Ceará (Brazil): school management in perspective

When the law says yes but practice says no: advanced training and teaching in contradiction

Process of building a local educational project: Logics of power and resistance in the development of the “city” as an educational-cultural agent

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