Vol. 27 No. 84 (2010)

Published: 2010-12-01

Editorial

Editorial

Maria Irene Maluf

323-324
- PDF (Português (Brasil))

Original Articles

Knowledge of letters, syllables and words by students 1st and 2nd grades of basic education

Mayara Pessoa de Moraes, Simone Aparecida Capellini

325-333
- PDF (Português (Brasil))
Attention-deficit hyperactivity disorder (ADHD) what teachers know?

Marília Piazzi Seno

334-336
- PDF (Português (Brasil))
Partnership in the school environment a collaborative teaching experience for inclusive education

Andréa Carla Machado, Maria Amélia Almeida

344-351
- PDF (Português (Brasil))

Research Article

The experience of teacher about the process of inclusion a study of perspective of Historical-Cultural Psychology

Eveline Tonelotto Barbosa, Vera Lucia Trevisan de Souza

352-362
- PDF (Português (Brasil))
Literal production when the written language becomes school object

Denise Miyabe da Silva

363-371
- PDF (Português (Brasil))

Special Article

Psychoeducation in everyday school dilemmas and discoveries with teaching nine years

Fabiani Ortiz Portella, Neusa Kern Hickel

372-384
- PDF (Português (Brasil))

Review Article

The innocent speaker pragmatic language in high functioning autism

Renata Mousinho

385-394
- PDF (Português (Brasil))
Mind map as mediation strategy for the development of higher psychological functions

Lucy Duró Matos

395-404
- PDF (Português (Brasil))
Teacher education and school inclusion of deficient people analysis of SciELO articles’ abstracts

Marcos Vinícius de Araújo, Robson Jesus Rusche, Rinaldo Molina, Luiz Renato Rodrigues Carreiro

405-416
- PDF (Português (Brasil))
Educational psychology practice in the school framework not to mani-pulation, yes to contribution

Idalina Amélia Mota Pontes

417-427
- PDF (Português (Brasil))

Review

Educação à distância

Geraldina Porto Witter

428-429
- PDF (Português (Brasil))