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MATÉRIA-PRIMA 2

Page 178

178 Bahia, Sara & Trindade, José Pedro (2013) “Arte como desenvolvimento da literacia crítica.” Revista Matéria-Prima, Práticas Artísticas no Ensino Básico e Secundário. ISSN 2182-9756, e-ISSN 2182-9829. Vol. 1 (2): 171-178.

Referências Astleitner, H. (2002). “Teaching Crítical Thinking Online,” Journal of Instructional Psychology, 29, (2): 53. Bahia, S. &. Trindade, J. P. (2012). Emoções na sobredotação: da teoria à prática. Revista Amazônica, 5, X, (1) 165-185. Boisvert, J. (1999). La formation de la pensée critique — Théorie et pratique. Canada: De Boeck. Cooper, E., & Jackson, Y. (2011). The ‘fierce urgency of now’: Narrowing the race and culture gaps between students and teachers. Education Week, 30 (18), 22-23. Daiute, C. (2000). Writing and communication Technologies. In R. Indrisano, & J. R. Squire, Perspectives on writing: Research, theory, and practice. (pp. 251-276). Newark, DE: International Reading Association. Department of Education (DE). (2009). Art primary curriculum guide. St. John’s, Canada: Government of Newfoundland and Labrador Eisner, E. (2008). What Education Can Learn from the Arts. The Lowenfeld lecture. NAEA National Convention. New Orleans: Louisiana. Ennis, R. H. (1989). Crítical Thinking and Subject Specificity: Clarification and Needed Research. Educational Researcher, 18, 3, pp. 4-10. Fleith, D. S., & Alencar, E. M. L. S. (2006). Percepção de alunos do ensino fundamental quanto ao clima de sala de aula para criatividade. Psicologia em Estudo, 11, 513-521.

Contactar os autores: sarabahias@gmail.com / jose.pedro.trindade@hotmail.com

Franco, G., Beja, M. J., Candeias, A. & Pires, H. (2011). As Crianças Sobredotadas: Inteligência Emocional e Relações Afetivas. Revista Diversidades, 34, 11-14. Freire, P. (1981). A Importância do Ato de Ler em três Artigos que se completam. São Paulo: Cortez Editora Figueiredo, A. D. (2004) A Língua Portuguesa e o Desafio das Novas Tecnologias: Iliteracias e Contextos. In A Língua Portuguesa: Presente e Futuro, Lisboa: Fundação Calouste Gulbenkian. Garrison, D. (1991). Crítical thinking and adult education: A conceptual model for developing crítical thinking in adult learners. International Journal of Lifelong Education, 10, 287-303. Jonassen, D. H. (1996). Using Mindtools to Deve- lop Crítical Thinking and Foster Collaboration in Schools. In D. H. Jonassen, Computers in the Classroom: Mind tools for crítical thinking (pp. 23-40). Columbus: OH: Merrill/ Prentice Hall. Litecky, L. (1992). Great teaching, great learning: Classroom climate, innovative methods, and crítical thinking. In C. A. Barnes (ed.), Crítical Thinking: Educational imperative (pp. 83-90). San Francisco: Jossey Bass. Millman, J. (2009). Critical Literacy and Art Education: Alternatives in the School Reform Movement. Penn GSE Perspectives On Urban Education, 6(2), 68-71. Morin, E. (1995). Introdução ao pensamento complexo. Lisboa: Instituto Piaget. Shotter, J. (1993). Conversational realities. London: Sage Publications.


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