Rethinking the relationship with theory regarding Paulo Freire’s work J. Eduardo Sierra Nieto, Eduardo S. Vila Merino 1-5 DOI: https://doi.org/10.15366/tp2021.38.001 PDF (Español (España))
The liberating education and the new conservatism: Paulo Freire’s present: a atualidade de Paulo Freire Alexandre Silva Virginio 6-20 DOI: https://doi.org/10.15366/tp2021.38.002 PDF (Português (Brasil))
Rethinking Paulo Freire as a pedagogue-social educator: recognition and praise of a civic, educational and cultural (trans)formative task José Antonio Caride Gómez 21-36 DOI: https://doi.org/10.15366/tp2021.38.003 PDF (Español (España))
Educating our hope in dark times: How to continue working towards social justice in a neoliberal capitalist world Luis Huerta-Charles, Peter McLaren 37-45 DOI: https://doi.org/10.15366/tp2021.38.004 PDF (Español (España))
Freire as an intercultural pedagogue: dialogue, alterity and critical literacy of the world Eduardo S. Vila Merino, J. Eduardo Sierra Nieto, Victoria E. Álvarez Jiménez 46-56 DOI: https://doi.org/10.15366/tp2021.38.005 PDF (Español (España))
Conscientisation and criticism. Raymond Williams and Paulo Freire’s contribu-tions to adult education Emilio Lucio-Villegas 57-67 DOI: https://doi.org/10.15366/tp2021.38.006 PDF (Español (España))
Marxist and Personalist influences in Paulo Freire’s pedagogical anthropology Nicolò Valenzano 68-82 DOI: https://doi.org/10.15366/tp2021.38.007 PDF
Ethics for the hope of an inclusive education Ester Caparrós Martín, Mayka García García 83-97 DOI: https://doi.org/10.15366/tp2021.38.008 PDF (Español (España))
Some proposals for improving teacher training in Chile in the light of successful teaching practices in the Basque Country Juan Luis Cerda-Jopia, María Teresa Vizcarra-Morales, Itziar Rekalde Rodríguez, María Eugenia Sánchez-Letelier 98-111 DOI: https://doi.org/10.15366/tp2021.38.009 PDF (Español (España))
Work by levels of cognitive performance in the Ecuadorian context: Alternative or need? Yullio Cano de la Cruz, Edgar Efraín Obaco Soto, Lianet Delgado Mendoza, Génesis Nicole Herrera Orosco, José Marcelino Romero Gutierrez 112-123 DOI: https://doi.org/10.15366/tp2021.38.010 PDF (Español (España))
Reflections about the main foundations of «No-party School» Michelle Fuchs, Alboni Marisa Dudeque Pianovski Vieira 124-136 DOI: https://doi.org/10.15366/tp2021.38.011 PDF (Português (Brasil))
Evaluation practices in the courses of pedagogy: concepts, models and planning Maria de Lourdes da Silva Neta, Antonio Germano Magalhães Junior, Maria Terla Silva Carneiro dos Santos 137-147 DOI: https://doi.org/10.15366/tp2021.38.012 PDF (Português (Brasil))
A Study on the methodology implemented in the CLIL classroom in a public school in Tenerife Sergio David Francisco Déniz, María Saray Mallorquín Rodríguez 148-159 DOI: https://doi.org/10.15366/tp2021.38.013 PDF (Español (España))
Bringing Paulo Freire's thinking closer to university engineering faculty. : The case of the Pernambuco Polytechnic School (Brazil) Anna Lúcia Miranda Costa, Itziar Rekalde Rodríguez, Maria Teresa Vizcarra Morales 160-174 DOI: https://doi.org/10.15366/tp2021.38.014 PDF (Español (España))
Charater education: the importance of virtue in nowdays school Pedro Concejero Lasso de la Vega 175-176 PDF (Español (España))
The spaces of not-knowing and unplanned movements, for a research that disturbs and surprises us Eider Chaves Gallastegui 177-178 PDF (Español (España))
The knowledge transfer in education: a strategic challenge Enrique Alonso-Sainz 179-181 PDF (Español (España))
