Série-Estudos, v. 28, n. 62, jan/abr. 2023

• Editorial

  DOI: https://doi.org/10.20435/serieestudos.v28i62.1781

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Dossiê: Recomendações dos Organismos Multilaterais para a Educação da América Latina e Caribe em contextos de crise

• Apresentação do dossiê temático “Recomendações dos Organismos Multilaterais para a Educação da América Latina e Caribe em contextos de crise”

  DOI: https://doi.org/10.20435/serieestudos.v28i62.1782

  Maria de Lourdes Pinto de Almeida, María Verónica Leiva Guerrero

  3-10

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• Special-needs Education Policies in Brazil: threats, contradictions and discontinuities

  DOI: https://doi.org/10.20435/serieestudos.v28i62.1759

  Geandra Claudia Silva Santos, Adelaide de Sousa Oliveira Neta, Alexandra Ayach Anache

  11-34

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• The World Bank's discourse for education in the pandemic: neoliberalism and the expansion of remote learning as “opportunities” for Latin America and the Caribbean in the crisis scenario

  DOI: https://doi.org/10.20435/serieestudos.v28i62.1746

  Marlon Sandro Lesnieski, Lourdes Evangelina Zilberberg Oviedo

  35-58

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• Results-based regulation: (re)definition from the World Bank’s arguments in post-2000 scenario

  DOI: https://doi.org/10.20435/serieestudos.v28i62.1763

  Aline Bettiolo dos Santos, Elton Luiz Nardi

  59-75

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• Implications of OECD recommendations for Higher Education in Latin America and the Caribbean

  DOI: https://doi.org/10.20435/serieestudos.v28i62.1761

  José Vieira de Sousa , Maria de Lourdes Pinto de Almeida, Ketlin Elís Perske

  77-100

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• The OECD discourse on education in times of pandemic: an analysis from the State of the Knowledge

  DOI: https://doi.org/10.20435/serieestudos.v28i62.1751

  Andréia Aparecida Simão

  101-125

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• Higher Education and the future: readings of the roadmap for Higher Education proposed by UNESCO from a Latin American perspective

  DOI: https://doi.org/10.20435/serieestudos.v28i62.1766

  Pablo Daniel Garcia, Norberto Fernández Lamarra

  127-148

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• Education 2030 of Organization for Economic Cooperation and Development: induction and risks of a training curriculum model

  DOI: https://doi.org/10.20435/serieestudos.v28i62.1741

  Marcio Giusti Trevisol, Altair Alberto Fávero , Diego Bechi

  149-171

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• Demands around accountability in curriculum and teaching policies: the multilateral organizations and their articulations in times of crisis

  DOI: https://doi.org/10.20435/serieestudos.v28i62.1762

  Ana Paula Soares

  173-191

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• Reuni Digital and the conformation of an agenda for Brazilian higher education in the post-COVID-19 period

  DOI: https://doi.org/10.20435/serieestudos.v28i62.1770

  Lara Carlette Thiengo, Cezar Luiz De Mari

  193-214

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• International agreements and their influence on the management and educational planning of Brazil and Paraguay

  DOI: https://doi.org/10.20435/serieestudos.v28i62.1744

  Andréia Vicência Vitor Alves, Pamela Caetano Gimenes

  215-236

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• Reflections of the Microsoft report, Teaching 2030 in Resolution CNE/CP n. 2/2019

  DOI: https://doi.org/10.20435/serieestudos.v28i62.1753

  Lizete Camara Hubler, Maximino Luiz Martinelli, Rogério Augusto Bilibio

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• Special and inclusive education in World Bank and UNESCO documents after the 2008 world crisis: political guidelines for Brazil

  DOI: https://doi.org/10.20435/serieestudos.v28i62.1760

  Gesilaine Mucio Ferreira, Jani Alves da Silva Moreira, Maria Eunice França Volsi

  257-281

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Artigos

• Early Childhood Education and Special Education: implications for teacher training in inclusive spaces

  DOI: https://doi.org/10.20435/serieestudos.v28i62.1687

  Marta Brostolin, Tania Maria Filiú de Souza

  283-304

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• Postgraduate students of working classes and their relationship with school knowledge

  DOI: https://doi.org/10.20435/serieestudos.v28i62.1526

  Débora Piotto, Renata de Oliveira Alves

  305-323

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• The communication established in the Mathematics class during a landscape for investigation

  DOI: https://doi.org/10.20435/serieestudos.v28i62.1701

  Maria Aparecida de Jesus Salgado, Ana Leticia Losano

  325-346

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