Comentário Sobre o Artigo "A Tríade Conteúdo-forma-destinatário: Uma Análise das Práxis Pedagógicas do Ensino de Ciências Orientados pela Pedagogia Histórico-crítica"
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Galvão, A. C., Lavoura, T. N., & Martins, L. M. (2019). Fundamentos da didática histórico-crítica. Autores Associados.
Laburú, C. E., Arruda, S. M., & Nardi, R. (2003). Pluralismo metodológico no ensino de ciências. Ciência & Educação, 9(2), 247–260. https://doi.org/10.1590/S1516-73132003000200007
Martins, L. M., & Lavoura, T. N. (2018). Materialismo histórico-dialético: contributos para a investigação em educação. Educar em Revista, 34(71), 223–239. https://doi.org/10.1590/0104-4060.59428
Massi, L., & Leonardo Junior, C. S. (2019). Produção de sabão no assentamento rural Monte Alegre: aspectos didáticos, sociais e ambientais. Química Nova na Escola, 41(2), 124–132. http://dx.doi.org/10.21577/0104-8899.20160153
Massi, L., Souza, B. N. de., Sgarbosa, E. C., & Colturato, A. R. (2019). Incorporação da Pedagogia Histórico-Crítica na Educação em Ciências: Uma análise crítica dialética de uma revisão bibliográfica sistemática. Investigações em Ensino de Ciências, 24(2), 212–255. https://doi.org/10.22600/1518-8795.ienci2019v24n2p212
Pires, I. dos S., & Messeder Neto, H. da S. (2022). A Tríade Conteúdo-forma-destinatário: Uma Análise das Práxis Pedagógicas do Ensino de Ciências Orientadas pela Pedagogia Histórico-crítica. Revista Brasileira De Pesquisa Em Educação Em Ciências, 22(u), e35836, 1–36. https://doi.org/10.28976/1984-2686rbpec2022u873908
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