págs. 1-4
págs. 5-23
Teachers’ practices and teacher models:: Anísio Teixeira and initial teacher training (Rio de Janeiro, 1932–1935)
págs. 24-47
págs. 48-76
Rebel Universities in the Brazil of Anísio Teixeira:: The University of The Federal District and The University of Brasília
págs. 77-91
Anísio Teixeira, a leader of Brazilian education:: why is his Legacy ignored today?
págs. 92-112
págs. 113-113
págs. 114-126
págs. 127-145
págs. 146-146
“I do have to represent the faith:”: an account of an ecclesiological problem when teaching Philosophy in Ontario’s Catholic High Schools
Graham McDonough, Lauren Bialystok, Laura Pinto Tobalina, Trevor Norris
págs. 147-166
págs. 167-183
Listening and documenting in The Reggio Approach:: the challenge and the vision stemming from Bruner’s contribution
págs. 184-199
Collaboration entre école et parents dans la gestion de la scolarité des filles en République Démocratique du Congo:: dialogue asymétrique entre théorie et pratique
págs. 200-222
Hygiene in Primary Schools:: perspectives on the writings of Antonio Ferreira de Almeida Júnior (1922-1939)
págs. 223-240
Institutional Repositories as a global dissemination tool of educational and scientific information
Nataliia Lazarenko, Alla Kolomiiets, Valentyna Bilous, Zahorodnii Serhii, Ievgen Gromov, Olesia Zhovnych, Natalia Ivanichkina
págs. 241-258
Pourquoi l’histoire de l’éducation a-t-elle oublié Georges Cabanis?: Dialogue entre Gilles Bibeau et Naomar de Almeida-Filho
Naomar de Almeida Filho (entrevistado), Gilles Bibeau (entrev.)
págs. 260-274
Canada’s Education System:: policies & challenges during the COVID-19 pandemic. An interview with Dr. Charles Ungerleider
Saman Arfaie, Peter J. Glinos, Faraz Honarvar, Charles Ungerleider (entrevistado)
págs. 275-298
págs. 299-306
págs. 307-317
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