Vol. 56 (2026)

View Vol. 56 (2026)
Vol. 56 (2026)
Published: 2026-01-27

Articles

  • The production of hybrid masculinities among male teachers in early childhood education

    Sandro Vinicius Sales dos Santos, Késia Cristina Matos da Silva, Antônio Marcos de Sousa Barbosa Miranda
    e12197
    DOI: https://doi.org/10.1590/1980531412197

  • And suddenly, their dream became mine: Aspirations of young migrants

    Carolina Álvarez Valdés
    e12579
    DOI: https://doi.org/10.1590/1980531412759

  • The curriculum in doctoral programs in education and the formation of scientific habitus

    Andréa de Paula Pires
    e12672
    DOI: https://doi.org/10.1590/1980531412672

  • Memories of schooling in a riverside community (1930-1940)

    Isonete do Socorro Perna Pereira, Rosenildo da Costa Pereira, Natanael Charles da Silva, Vivian da Silva Lobato
    e12652
    DOI: https://doi.org/10.1590/1980531412652

  • A study on leadership in a full-time school

    Marcelo Oda Yamazato, Renata Maria Moschen Nascente, Adriano Moro
    12617
    DOI: https://doi.org/10.1590/1980531412617

  • Gender in teacher professional development: School leadership perceptions

    Andrea Carrasco Sáez, Sofía Monsalves Ibarra, Rocío Concha López
    12543
    DOI: https://doi.org/10.1590/1980531412543

  • Neoliberal policies in education in São Paulo: Whom do they serve?

    Sandra Maria Fodra, Marilene Proença Rebello de Souza
    e12540
    DOI: https://doi.org/10.1590/1980531412540

  • Raciality, trajectories, and subjectivity: Sociological portraits in graduate education

    Alexsandro do Nascimento Santos
    e12504
    DOI: https://doi.org/10.1590/1980531412504

  • Women and women’s physical education at international scientific congresses

    Iara Marina dos Anjos Bonifácio, Andrea Moreno, Cristiane Oliveira Pisani Martini
    e12389
    DOI: https://doi.org/10.1590/1980531412389

  • Conceptions, policies, and practices of teacher induction in the Latin American context

    Giseli Barreto da Cruz, Beatrice Ávalos
    e12366
    DOI: https://doi.org/10.1590/1980531412366

  • Who is afraid of the Black movement? The Black movement, education, and Law n. 10.639/2003

    Jane Barros Almeida
    e12351
    DOI: https://doi.org/10.1590/1980531412351

  • Dialogic literary gatherings for students with special educational needs

    Marcela Núñez Solis, Alejandra Barriga Acevedo, Yasna Chávez-Castillo, Javier Parra Santos, Ana-Karina Segura Sepúlveda, Cristhian Espinoza Navarrete, Sigrid Navarro Navarro, Anita Quintana Marileo
    e12316
    DOI: https://doi.org/10.1590/1980531412316

  • Photography and human rights in schools: Pathways to teacher training

    Alissom Roberto Brum, Saraí Patrícia Schmidt
    e12265
    DOI: https://doi.org/10.1590/1980531412265

  • Ample: A methodological proposal for the analysis of (multi)literacy practices in schools

    Bruno Cuter Albanese
    e11211
    DOI: https://doi.org/10.1590/1980531411211

  • Sense of discomfort and processes of professional development

    María Soledad Manrique
    e12169
    DOI: https://doi.org/10.1590/1980531412169

  • Racial perceptions of Haitian children in an early childhood education center

    Ana Cláudia Delfini, Rosana da Silva Machado, Daíra Andrea de Jesus
    e12168
    DOI: https://doi.org/10.1590/1980531412168

  • Expanded teaching: An ethnography of the professional practices of social science teacher graduates

    Graziele Ramos Schweig, Árllan Maciel Cunha Alves
    e12086
    DOI: https://doi.org/10.1590/1980531412086

  • Professional doctorates: Literature review of their international expansion

    André José Fruchi, Adolfo Ignacio Calderón, Nonato Assis de Miranda, Francisco Regis Vieira Alves, Marco Wandercil
    e11966
    DOI: https://doi.org/10.1590/1980531411966

  • Gender-based violence: School response and the participation of affected families

    Oihane Artetxe, Nahia Idoiaga, Israel Alonso
    e11867
    DOI: https://doi.org/10.1590/1980531411867

  • Teaching without God: Nietzschean notes for educating when truth is not a given

    Luiz Antonio Callegari Coppi
    e11749
    DOI: https://doi.org/10.1590/1980531411749

  • Schooling in contexts of human mobility: A regional reading

    Rafael Alberto González González
    e11652
    DOI: https://doi.org/10.1590/1980531411652

  • Academic productivism and its effects: A mapping and theoretical expansion of the phenomenon

    Gustavo Candido da Silva, Moises Romanini
    e11647
    DOI: https://doi.org/10.1590/1980531411647

  • Democratic management: Context, updates, and theoretical approaches

    Ana Cristina Prado de Oliveira, Sofia Lerche Vieira
    e11646
    DOI: https://doi.org/10.1590/1980531411646

  • Teacher identity trajectories in a teacher licensure program for secondary education

    David Jacob Pérez Carrillo, María Alejandra Ochoa Provoste, Víctor Mario Rocha Monsalve
    e11613
    DOI: https://doi.org/10.1590/1980531411613

  • The bright and dark faces of the school through students’ voice

    José Joaquim Ferreira Matias Alves, Cristina Maria Gomes da Costa Palmeirão, Andreia Maria Beça Magalhães
    e11460
    DOI: https://doi.org/10.1590/1980531411460

  • Reforms in writing instruction from 1940 to 1950 in the early stages of schooling

    Cláudia Maria Mendes Gontijo, Fabrícia Pereira de Oliveira Dias
    e11330
    DOI: https://doi.org/10.1590/1980531411330

  • Professional development of Pibid supervisors: Planning and experiencing

    Angélica Ramos da Luz, Amadeu Moura Bego
    e11328
    DOI: https://doi.org/10.1590/1980531411328

  • Trends in contextualized education for coexistence with the Semiarid region

    Alexandre Leite dos Santos Silva, Edmerson dos Santos Reis
    e11244
    DOI: https://doi.org/10.1590/1980531411244

Plural Space

  • Filosofia, educação e formação humana: Diálogo com o professor Luís Manuel A. V. Bernardo

    Gedeone Ferreira Lima, Wiviane Lopes Venancio, Bárbara Alves Siqueira
    e12720
    DOI: https://doi.org/10.1590/1980531412720

Book Reviews