Práxis Educativa

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Convocatoria de artículos para Dossier “Estudios narrativos: sujetos y contextos educativos”

2026-01-30

Read more about Convocatoria de artículos para Dossier “Estudios narrativos: sujetos y contextos educativos”

Chamada de publicação do dossiê “Ética e Integridade, Inteligência Artificial, Tecnologias de Informação e Comunicação (TICs) e desinformação nas pesquisas em Humanidades”

2025-12-04

Chamada de publicação do dossiê “Estudos narrativos: sujeitos e contextos educativos”

2025-12-04

Suspensão temporária de submissões

2024-06-14

Revista Práxis Educativa com 2.000 citações

2019-06-25

Current Issue

Vol. 21 (2026): Publicação contínua

Published: 2025-11-26

Dossiê: Ética e Integridade, Inteligência Artificial, Tecnologias de Informação e Comunicação (TICs) e desinformação nas pesquisas em Humanidades

Students’ Use of Artificial Intelligence in academic research: benefits, challenges, and academic integrity

Shqipe Avdiu-Kryeziu, Veli Kryeziu

1-18
- PDF
The Dataist Turn and the Authorship Crisis: An Ethical Reconstruction of Epistemic Agency Confronting Generative Artificial Intelligence

Alex Estrada-García, Edwin Peñafiel-Arévalo, Raquel Mendoza-Ureta

1-16
- PDF (Spanish)
Between guiding and prescribing: the institutionalization of generative AI in Brazilian public universities

João Vitor Moreira

1-16
- PDF (Portuguese (Brazil))

Dossiê: Estudos narrativos: sujeitos e contextos educativos

Constitutive trajectories and beginning literacy practices of teachers from the SESI-SP network: an analysis based on teacher narratives

Nathália Cristina Amorim Tamaio de Souza, Ana Clara Bortoleto Nery

1-17
- PDF (Portuguese (Brazil))

View All Issues

Práxis Educativa

Announcements

Convocatoria de artículos para Dossier “Estudios narrativos: sujetos y contextos educativos”

Chamada de publicação do dossiê “Ética e Integridade, Inteligência Artificial, Tecnologias de Informação e Comunicação (TICs) e desinformação nas pesquisas em Humanidades”

Chamada de publicação do dossiê “Estudos narrativos: sujeitos e contextos educativos”

Suspensão temporária de submissões

Revista Práxis Educativa com 2.000 citações

Current Issue

Artigos

Educational inequalities in academic performance in secondary education in Peru: a multilevel analysis

Students’ repertoire of pictorial transformations in problem solving using the Singapore Bar Model

Dialogical practices of pedagogues in Basic Education: constitution and organizing principles

The social impact of the Brazilian Stock Exchange: free education, private investment, and fictitious capital

The Brazilian public university between rupture and continuity: recovering Álvaro Vieira Pinto’s historical critique as a horizon of sovereignty (1961-2026)

The capture of Integral Education by neoliberal perspectives in local contexts: the case of the Municipal Education Network of Florianópolis

Municipal intervention in education in Portugal (2000–2024): a critical analysis based on the mapping of theses and dissertations

Burnout Syndrome in Basic Education teachers in the Federal District: sociodemographic, work, and family predictors

Beyond linear implementation: the theory of policy enactment

Queer studies, curriculum, and education: an (im)possible dialogue

Tradução

Towards a liberating teaching practice

Resenhas

FARIAS, Isabel Maria Sabino de; COSTA, Sandy Lima (org.). Mentoria na Formação de Professores(as): pesquisas e experiências. Fortaleza: Imprece, 2025. 208 p.

Dossiê: Ética e Integridade, Inteligência Artificial, Tecnologias de Informação e Comunicação (TICs) e desinformação nas pesquisas em Humanidades

Students’ Use of Artificial Intelligence in academic research: benefits, challenges, and academic integrity

The Dataist Turn and the Authorship Crisis: An Ethical Reconstruction of Epistemic Agency Confronting Generative Artificial Intelligence

Between guiding and prescribing: the institutionalization of generative AI in Brazilian public universities

Dossiê: Estudos narrativos: sujeitos e contextos educativos

Constitutive trajectories and beginning literacy practices of teachers from the SESI-SP network: an analysis based on teacher narratives

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