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Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This is an analysis of the Deleuze-Guattarian concept of “minor literature” shifted to “minor education” and its implications for mathematics teaching, as developed by philosopher Gallo. For Gallo, transferring the characteristics of minor literature to the educational field implies a revision of teaching practice itself, making it an intrinsically political activity. Given that contemporary mathematics teaching tends to follow a rigid and prescriptive structure, the proposal is to apply the principles of minor education to mathematics teaching in order to promote relevant and contextualized discussions for teachers. It is hoped that this article will stimulate problematizations about minor education, applied to the teaching of mathematics in a more contextualized and flexible way. [ABSTRACT FROM AUTHOR]

The aim of this research article is to share a study conducted within the epistemological phase of mathematical theory in the context of the sciences. This study, developed by Patricia Camarena Gallardo, involves the development, presentation, and analysis of a didactic intervention aimed at revisiting the study of functions in an introductory course on differential and integral calculus. This approach is based on a contextualized problem in civil engineering, specifically a situation related to the dynamic analysis of a frame. The development of the intervention, with an expected duration of 12 hours per class, was methodologically supported by the analysis of a textbook on structural mechanics, as well as two calculus textbooks. Additionally, the study considered the curriculaof calculus courses, topics related to the historical development of the notion of function, the epistemological obstacles encountered in this process, as well as cognitive issues related to it. [ABSTRACT FROM AUTHOR]

Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ciencia y Educación (2707-3378) is the property of Duanys Miguel Pena Lopez and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The text on screen aims to present the analyses carried out from the teaching practices produced during the year 2022 and 2023 with the disciplines of Content and Methodology of Science Teaching, The Child and Mathematical Language and Content and Methodology of Mathematics Teaching that are part of the curricular composition of a course in Pedagogy, in the Northern Region of Brazil. It is part of a qualitative research, based on the Field of Cultural Studies, which allows, as a procedure of analysis and production of data, to act with cultural analysis from an autoethnographic instrument. Through the experiences it was possible to perceive that the paths in initial training are changing, however, by producing experiences and being affected by it, the pedagogical and reflective possibilities are enhanced in this context. In this sense, we argue that creativity and innovation without experience, without the possibility of being affected, is nothing more than the assimilation of information. In such a way, by experiencing and moving in the process of teaching, seeking to learn with, about and from the elements that constitute not only the teaching practice, but our identities, it makes us subjects of experience. [ABSTRACT FROM AUTHOR]

Copyright of CEDOTIC Journal / Revista CEDOTIC is the property of CEDOTIC Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Góndola, Enseñanza y Aprendizaje de las Ciencias is the property of Gondola, Ensenanza y Aprendizaje de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Reflexão & Ação is the property of Universidade de Santa Cruz do Sul and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ciencia y Educación (2707-3378) is the property of Duanys Miguel Pena Lopez and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this article is to illustrate the partial results of a doctoral research, through which potentialities of the application of mathematical concepts in the teaching of Biology in High School were studied, using reflective pedagogical resources and evocation of metacognitive thinking. This is a report with part of the results of a qualitative research, from the perspective of DBR-Design-Based Research carried out at the PPGECE - Graduate Program in Teaching of Exact Sciences of a University of Rio Grande do Sul. The results show that calculations can instigate learning, even with difficulties in using mathematical knowledge. They also point out that when students have the possibility to evoke their metacognitive thoughts, they can lead the learning process, for better performance in certain tasks. [ABSTRACT FROM AUTHOR]

With a view to promoting inclusive mathematics education, it is essential to adopt new paradigms that eliminate or reduce barriers, allowing for inclusive didactic practices. This research aims to analyze the didactic processes of a teacher-researcher weaving relationships that bring the UDL closer to inclusive mathematics education, with the intention of enriching the academic experience and promoting a full life. The methodology used was qualitative, through pedagogical intervention with didactic practices applied to 28 participants, children aged between 7 and 10 years, from a class of the 3rd year of Elementary School I, in a municipal school in Araucária (PR). Nineteen math meetings were held, in which 16 practical activities were applied. In this proposal, five practical activities on the Brazilian Monetary System will be presented and analyzed. Through the analysis of the observations and the theoretical basis, the dialogues and situations that occurred in contact with the students were confronted. So far, it is possible to state that planning based on the development of mathematics activities from an inclusive perspective, based on the UDL, made knowledge accessible to all students, especially those with greater learning difficulties. In this way, planning can significantly contribute to the interaction and accessibility of different types of knowledge, highlighting the importance of mathematical knowledge in this process. [ABSTRACT FROM AUTHOR]

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article aims to present the practices carried out in the discipline of Curriculum in Mathematics Education for the insertion of students of the Degree in Mathematics of the Federal University of Pelotas in schools. To this end, it starts with a historical synthesis of Brazilian public policies and their impact on initial teacher training, together with notes about what Nóvoa (2002) designates as dilemmas of the teaching profession, which support the idea that teachers' illnesses can also be considered a dilemma of the work of these professionals. In this way, we reserve a space in the text to expose the proposition that the sociopolitical and economic context and the functioning mechanisms of schools can contribute to teachers' illnesses, through educational policies, which are elaborated under the influence of multilateral disseminating organizations. of the neoliberal model. Afterwards, we present an examination of the practices carried out by students of the Degree in Mathematics in educational institutions. Next, we expose our understanding that initial teacher training should allow: the construction of pedagogical knowledge; the student's understanding that their craft requires continuous improvement due to constant social, political, economic, cultural and scientific changes; and the development of practices that allow future teachers to interpret, reinterpret, and systematize their experiences, in order to maintain a continuous process of building their being a teacher. [ABSTRACT FROM AUTHOR]

Copyright of Acta Scientiae (1517-4492) is the property of Acta Scientiae and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ensaio: Avaliação e Políticas Públicas em Educação is the property of Ensaio: Avaliacao e Politicas Publicas em Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Visuospatial skills involve the representation and mental manipulation of non-linguistic information. They make it possible to interpret size, shape, position and movement of objects, also being important predictors of academic performance in Mathematics. However, recent Brazilian studies regarding the association between visuospatial and mathematical skills are scarce. Thus, the aim of this research was to assess the relationship between visuospatiality and the level of mathematical abilities in children with learning difficulties complaints. 53 medical records from children with age between 6 and 11 years, accompanied by a multiprofessional team from a tertiary hospital and who underwent neuropsychological assessment, were selected. The sample was divided into two groups according to the Arithmetic Test performance, an instrument that assesses mathematical knowledge. Group 1 (G1) had 16 children with deficits in Mathematics (ranking below the average), whereas Group 2 (G2) had 37 children with adequate performance. Using Mann Whitney test, Spearman correlation test and Z test for two proportions, executed in the STATA program (version 10), these groups were compared in terms of visuospatial functions, assessed by Rey Complex Figure test, considering classification by Z-score. It was verified that there was a statistically significant difference between the groups. The worst performances in the visuospatial task were found in the group with difficulties mathematical difficulties. Such a result reinforces the association between visuospatiality and mathematical skills and can contribute to the processes of neuropsychological assessment referring to diagnostic clarifications and to the elaboration of therapeutic plans. [ABSTRACT FROM AUTHOR]

This article aims to understand aspects of teacher planning that enhance the possibility of meeting students with Autism Spectrum Disorder (ASD) with mathematical knowledge. It is a qualitative research, having as main data collection instruments a semi-structured interview and task planning documented by a teacher. Based on the analysis of the teacher's planning, the subject of the research, the contribution of the theoretical framework is discussed, Theory of Objectification, idealized by Luis Radford, which provides fundamentals that guide the task design component, a component that translates as the project teacher's teaching. There are three categories: general considerations, considerations on mathematical problems and considerations on forms of human collaboration. In conclusion, the categories of analysis emerging from the elements of the task design component allowed identifying aspects of the teacher's planning that enhance the possibility of the student with ASD encountering mathematical knowledge, such as: considering prior knowledge that emerges from situations experienced in their daily; explore contexts that allow the student to encounter mathematical knowledge in a utilitarian way; and explore different physical environments, providing coexistence with appropriate rules and behaviors and the generalization of school knowledge. [ABSTRACT FROM AUTHOR]

Copyright of Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Meta: Avaliação is the property of Revista Meta: Avaliacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article reports on the educational product developed from didactic practices, subsidized by the Principles of the Universal Design for Learning (UDL), carried out during a professional master’s degree research, contemplating results of practices established in the classroom, with children from the first year of Elementary School at a private school in the city of Joinville- SC. The educational product was developed in the format of an ebook, in order to enable the sharing of ideas and activities for education professionals who seek to develop activities related to different and more accessible practices. Based on these features, the main objective of this article is to answer the following question: How can an educational product, containing didactic practices, subsidized by the Principles of the UDL, contribute to interaction and accessibility in learning mathematics and consequently promote the engagement of students with and without learning difficulties? In response to the question, it was understood that an educational product, containing such practices, can promote access to planning with a focus on accessibility and, consequently, connect students in learning mathematics. In addition to presenting such practices, this material was prepared in two ebook versions, providing access to teachers with or without visual impairment. [ABSTRACT FROM AUTHOR]

The mathematics curriculum for lower secondary education stipulates that technology should not only provide a means of information and communication but also support key learning. However, for various reasons, the scope of technology in classrooms is limited. This research examines 189 mathematics tasks from eight textbooks, each using technology. The tasks were classified based on expected learning in one of three technological dimensions (informational, technical or didactic) by means of content analysis. The results show differences both between textbooks following the SEP 2011 and SEP 2017 models and between content areas. There is, however, a positive trend toward promoting a well-reasoned use of technology in the classroom. Conversely, the study also identified difficulties that may serve as guidelines for teachers, publishers, and authorities in using, publishing, and selecting textbooks, respectively. [ABSTRACT FROM AUTHOR]

Identifying the factors that influence young Mexicans' choice of career is essential to generate strategies able to attract new students to science, technology, engineering, and mathematics (STEM). The objective of this study was to develop and verify the psychometric properties (realibility and construct validity) of the scales "Student peer support" (APE-STEM) and "Outcome expectations" (EXREC-STEM) in high school students' choice of STEM college degrees by generating a structural equation model. Likert scales were administered to 167 students from rural and urban schools in southeastern Mexico. The results of the exploratory and confirmatory factor analyses show adequate fit and an internal consistency of a = .82 and .84, confirming the empirical soundness of the model and leading to the conclusion that these scales are highly reliable for use in this context. [ABSTRACT FROM AUTHOR]

This article will show the theoretical considerations, methodology, implementation phases, and techniques used in the research project entitled "Design and development of an educational resource model specialized in mathematics classrooms" INV-DIS-2320 funded by the vice rectorate of research of the Universidad Militar Nueva Granada (UMNG)". Among the results obtained in this project, the construction of a digital resource for the subject of multivariable calculus, which achieves the integration of GeoGebra software with the Moodle learning platform, stands out. This resource aims to generate students' interactions with GeoGebra applications in the different Moodle tools to encourage exploration and dynamic manipulation of mathematical objects studied in the subject. Finally, we show the virtual learning classroom (VLA) with the applications created in GeoGebra for multivariable calculus. [ABSTRACT FROM AUTHOR]

This article aims to present some analyses about the way of looking at and using art to teach mathematics, implied by the act of visualization and visuality, which put specific ways of learning into operation. To this end, a workshop that used paintings by Mozambican artists is used and was carried out with Mozambican students in a Licentiate course in Mathematics Teaching. The analysis undertaken here is carried out in two movements: in the first one, mathematical thinking is put into practice with Mozambican paintings: symmetry, hyperbole, and parabola. In the second, attention is drawn to truths about the teaching of mathematics with art, for example, the statement that artworks as support contextualizing the learning of mathematics. Finally, we conclude by alluding to a decolonial ethos, which highlights a critical and continuous attitude, aligning itself with an exercise of making visualities visible to put art into practice with mathematics for teaching. [ABSTRACT FROM AUTHOR]

This paper analyzes the coherence between objectives and activities proposed in Mathematics lesson plans for the literacy cycle. Planning is recognized as an important moment of pedagogical work and as being able to model the curriculum that will be developed with students. This study is qualitative in origin, using a documentary research design. In order to achieve this aim, lesson plans, of the remote teaching period, of teachers of the literacy cycle were analyzed in a descriptive way in terms of the announced objectives and the proposed activities. It was possible to conclude, in this study, that a large part of the analyzed lesson plans did not present coherence between what they claim to develop in the objectives, such as the skills and how they were operationalized these intentions in the activities. In conclusion, it is possible to say that curricula may lose their strength if planning is only focused on the execution of the activities. [ABSTRACT FROM AUTHOR]

Copyright of Revista EntreLínguas is the property of Revista EntreLinguas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Olhar de Professor is the property of Olhar de Professor and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pedagogía y Saberes is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista História da Educação is the property of Historia da Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)