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  • Nathan Albano Valente
  • (41) 9 8836-2677
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Search Results for Inclusive education

Search Parameters

Peace education and Physical Education: Inclusive practices associated with values in Elementary School I

Kaiut JP;
Dias JRQ;
Filho NAS;
Tavares CP.
| 34-39

Inclusive education, special education and meaning: Necessary reflections in the light of historical-cultural psychology

Melo LCB;
Santos SF.

Inclusive practices in basic education

Carlos Guimarães Junior J;
Costa de Santana M;
Carneiro Braga F;
Carlos Triches J;
et al.

Historical Aspects Of Health Campaigns In Brazil: Proposing An Education In Health Sciences Through Popular Education

Costa JS.
| 1537-1551

Inclusive education and training of educators – legislation

de Carvalho ASM;
Kaminski JSC;
Ribeiro Filho ACS;
e Albuquerque SMLT;
et al.

Inclusion in Higher Education

Sanchez CNM;
Pasian MS.

Accessibility through science, sustainability and technology as a tool for inclusion in early childhood education

Silva CAA.
| 417-424

School inclusion: The role of gamification as an educational mechanism for students with disabilities

Filho TAG;
Santos JLDM;
Melo RJ;
Marques FRV;
et al.
 | 891-899

Challenges and opportunities of the globalization of education for the teacher curriculum: A historical and comparative look

Cruz DO;
Mello LHS;
Gomes MDS;
Oliveira RCF;
et al.

Special education in the context of inclusive education: Sharing reflections

Paz CTN.

The view of the physical education teacher on the inclusion of students with disabilities in schools of the municipal education network of Rio de Janeiro

Oliveira AD;
Santos RF;
Telles SCC;
Copolillo ML;
et al.

Profile of the teacher of Specialized Educational Service (SES): Professional analysis in a public university in Paraná

Vasquez CA;
Sobral RC;
Machado SG;
Tureck LTZ.

Inclusive education: legislation and investments in continuous teacher training

Nunes MJ;
Nascimento JC.

State of the art on inclusive education management in brazilian schools

Santos TB;
Bioto PA.

The use of artificial intelligence (AI) in the school environment: Implications for the teaching and learning process

Lima LAO;
Fonseca JFV;
Oliveira VB;
Fontes CPM;
et al.
 | 643-650

Challenges and possibilities in full-time education: An integrative review

Lima LAO;
Almeida CP;
Santos SSS;
Cometti RS;
et al.
 | 795-804

Full-time education: A qualitative study on the opportunities and challenges for the educational process

Lima LAO;
Correia SG;
Silva VL;
Campos FA;
et al.
 | 819-828

Reflections on medicalization in education: Perspectives of school psychology and human rights

Silva GM;
de Lima CA.
| 304-312

Teaching process in times of pandemic: A reflection on inclusive education

Oliveira V;
Netto COLM.
| 42-54

Pedal Project Beyond Vision: Adapted cycling as a citizen practice

Neto JS;
Santos JC;
Arruda RA;
Posenti AP;
et al.
 | 530-536

Pre-pandemic analysis of the university higher education system in Brazil: Quantitative and qualitative overview – 2019

Vasconcelos ES;
Silva LA;
Melo DV.
| 307-320

Special and inclusive education and the role of the teacher in preventing and combating bullying

Teles ALS;
Casal CS;
Nunes CP;
Fonseca ECB;
et al.
 | 73-82

Artificial intelligence and its use in the educational process

Lima LAO;
Gomes LP;
Silva PHSe;
Oliveira EFS;
et al.
 | 624-633

Epistemological conceptions and pedagogical practices of the teachers of Vale dos Sinos/RS in the context of inclusive education

Souza CGNM;
Martins RL.

The relevance of music in human and inclusive formation

Tecchio OG.
| 443-451