No. 4 (2025)

Editorial

Editorial

Comité Editorial
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Dossier: La dimensión colectiva del trabajo docente

Contributions to the analysis and didactic development in educational institutions: work of teaching and evaluating and collective didactic device (dispositifs)

Octavio Falconi
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Teacher education in situated practices: contributions to its design from three theoretical approaches

Carolina Scavino, Mariana Gizirian, Marco Grego
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The entrance to the university, views and experiences

María Adelaida Benvegnú, Yamila Goldenstein Jalilf
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Teaching and learning social sciences in the first cycle: a shared effort

Alina Larramendy, Mariana Lewkowicz
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Grupo Lunes’ Collaborative Research. The role of students’productions in the different stages of our work

Laura Acosta, Marina Andrés, Valeria Borsani, Juan Brunati, Verónica Cambriglia, Enrique Di Rico, Fabiana Hortas, Nicolas Igolnikov, Juan Pablo Luna, Mariana Matovich, Cecilia Pineda, Carmen Sessa
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A Collaborative Experience in Secondary School: Reflections on a Situation with which a Natural Sciences sequency begins

Ana María Espinoza, Adriana Mabel Casamajor, Laura Cecilia Acevedo
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Insights for thinking inclusive practices toward participation

Vanesa del Carmen Casal
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Collaboration and reflexivity in the design of teaching practices in special education

Margarita Bruno, Mariana Gizirian
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Towards a new turn towards collective teaching work at Udelar-Uruguay: considerations from on disagreements between the aim and dissent

Carolina Cabrera Di Piramo, Virginia Fachinetti Lembo, Avril Regueira Domínguez, Mabela Ruiz Barbot
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Artículos

Networked research to address the pandemic. Social and human sciences in times of Covid-19

Fernando Ernesto Peirano, Guido Ignacio Giorgi, Cecilia Sleiman
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Pedagogical narratives: their contribution to the co-training process of novice teachers and experts in Uruguayan high school coordination spaces

Mónica Rita Isquerdo Izquierdo, Eliana Lucián Vargha
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Pedagogical crossroads, seed and foundation of knowledge in the initial training

Patricia Mónica Clavijo, María Angélica Gil, Romina Paola Nievas, Luciano Martín Perrotta, Susana Eva Villagra
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The learned professional practice in early childhood and primary education teacher training

María Belén Bedetti, Andrea Montano, María Sol Visnivetski, Ana Clara Yasbitzky
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Entrevista

Diálogo con Martín Kohan: Conocimiento, argumentación, debate, exigencia intelectual, cuestionamiento, duda: los desafíos constantes de la formación

José Antonio Castorina
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Comentarios bibliográficos

Conflictividad y escuela. Pensar los espacios de la intervención en la convivencia institucional

Mariela Helman
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Convocatoria

Convocatoria al Número 5 de la revista

Comité Editorial
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Full Issue

Editorial

Editorial

Dossier: La dimensión colectiva del trabajo docente

Contributions to the analysis and didactic development in educational institutions: work of teaching and evaluating and collective didactic device (dispositifs)

Teacher education in situated practices: contributions to its design from three theoretical approaches

The entrance to the university, views and experiences

Teaching and learning social sciences in the first cycle: a shared effort

Grupo Lunes’ Collaborative Research. The role of students’productions in the different stages of our work

A Collaborative Experience in Secondary School: Reflections on a Situation with which a Natural Sciences sequency begins

Insights for thinking inclusive practices toward participation

Collaboration and reflexivity in the design of teaching practices in special education

Towards a new turn towards collective teaching work at Udelar-Uruguay: considerations from on disagreements between the aim and dissent

Artículos

Networked research to address the pandemic. Social and human sciences in times of Covid-19

Pedagogical narratives: their contribution to the co-training process of novice teachers and experts in Uruguayan high school coordination spaces

Pedagogical crossroads, seed and foundation of knowledge in the initial training

The learned professional practice in early childhood and primary education teacher training

Entrevista

Diálogo con Martín Kohan: Conocimiento, argumentación, debate, exigencia intelectual, cuestionamiento, duda: los desafíos constantes de la formación

Comentarios bibliográficos

Conflictividad y escuela. Pensar los espacios de la intervención en la convivencia institucional

Convocatoria

Convocatoria al Número 5 de la revista

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