Vol. 13 No. 13 (2009): marzo 2009 - febrero 2010

• La Formación Docente en la universidad

  María Graciela Di Franco

  7-8

  • PDF (Spanish)

Artículos

• Learning and pedagogy in Philippe Meirieu

  Armando Zambrano Leal

  10-24

  • PDF (Spanish)

• Audit culture as disruptive praxis of uni¬versity practices

  José Yuni, María Mónica Catoggio

  25-33

  • PDF (Spanish)

• Public university: a place to consider academic management

  Susana Celman

  34-38

  • PDF (Spanish)

• The inclusion or absence of Pedagogy as a discipline in La Plata and Buenos Aires Universities Higher Education Curriculum

  Rosalía Mónica Broitman

  39-46

  • PDF (Spanish)

• Assessment of plans and programs of cit¬izenship and coexistence

  Mario de Miguel Díaz

  47-69

  • PDF (Spanish)

• Orthodoxy or heresy? The dilemma of teachers in front of the institutional fact

  Miguel Leyva Ramos

  70-79

  • PDF (Spanish)

• University Teacher training: from rationalisation to positing the problem

  Cristina Nosei, Gabriela Caminos

  80-88

  • PDF (Spanish)

• Teacher training in new technologies in the public policies agenda. Some advances

  Gabriela Sabulsky

  89-100

  • PDF (Spanish)

• Discourse about “indians” at school: a research case for intervention

  Sofía Soria

  106-114

  • PDF (Spanish)

• Rural school Taylor-Egido-Bahía-Brasil. The dialogue’s result between alternance pedagogy and Paulo Freire

  Sonilda Sampaio Santos Pereira

  115-125

  • PDF (Spanish)

Entrevistas

• Estar a la escucha...

  María Graciela Di Franco

  126-128

  • PDF (Spanish)

Reseñas Críticas

• Philippe Perrenoud. La evaluación de los alumnos. De la producción de la excelencia a la regulación de los aprendizajes. Entre dos lógicas.

  140-142

  • PDF (Spanish)

Reencuentro

• La lección nuestra de cada día…

  Ricardo Nervi

  133-139

  • PDF (Spanish)

• Actividades y eventos Vol. 13 Nº 13

  138-139

  • PDF (Spanish)