No. 51 (2026): Aprender

Nota introdutória

• PDF (Portuguese)

Editorial

• PDF (Portuguese)

Conceptions and inclusive practices in Science Education Contributions of a continuous professional development programme for primary school teachers

• PDF (Portuguese)

Conceptions and inclusive practices in Science Education Contributions of a continuous professional development programme for primary school teachers

Between integration and inclusion perceptions of educational actors regarding Brazilian students in primary education

• PDF (Portuguese)

Inclusive pedagogical practices with an autistic student in Early Childhood Education an experience report grounded in neuroscientific evidence

• PDF (Portuguese)

Between the Legal Framework and Practice: Opportunities and Threats of Inclusive Education in Teacher Training in Portugal

• PDF (Portuguese)

Berg, P., & Kokkonen, M. (2022). Heteronormativity meets queering in physical education: the views of PE teachers and LGBTIQ+ students. Physical Education and Sport Pedagogy, 27(4), 368-381. https://doi.org/10.1080/17408989.2021.1891213

• PDF (Portuguese)

Minghelli, V., D’Anna, C., & Vastola, R. (2023). A biopsychosocial approach to plan inclusive learning environments in physical education. Journal of Physical Education and Sport, 23(9), 2492-2502. https://doi.org/10.7752/jpes.2023.09287

• PDF (Portuguese)

A Solís García, P. (2014). Cuerdas [short film]. La Fiesta PC Future teacher's perspective on the short film "Strings". Inclusion, empathy, and dignity in school

• PDF (Portuguese)

Recensão (em jeito de ensaio), a propósito do livro de Rui Canário (2025) “Não há morte para o vento” – Testemunhos sobre a ditadura e a revolução. Edições Colibri, 162 pp.

• PDF (Portuguese)