Current Issue
Vol. 13 No. 3 (2025): Scientific and Digital Cultures in research that articulates university-school-society
Guest editors
Miriam Struchiner [Universidade Federal do Rio de Janeiro, Brazil] and Maria Elizabeth Bianconcini de Almeida [Pontifícia Universidade Católica de São Paulo, Brazil]
This Sisyphus special issue presents research involving fundamentals, methodologies, and analyses of experiences that articulate scientific culture and digital culture in school contexts, from a participatory, critical, and emancipatory perspective, and based on the integration of university, school, and society.
It consists of 12 articles from Portugal, Chile, Spain, Mozambique, and various Brazilian regions. This provides a diversity of contexts, approaches, participants, and practices addressed in their multiple dimensions (social, cultural, political, cognitive, etc.) with emphasis on critical thinking, lived curriculum, democratic citizenship, and socio-scientific issues. It is expected that these texts contribute to the advancement of knowledge and raise new research questions.
Published:
2025-10-31
Introduction
Articles
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Sisyphus — Journal of Education aims to be a place for debate on political, social, economic, cultural, historical, curricular and organizational aspects of education. It pursues an extensive research agenda, embracing the opening of new conceptual positions and criteria according to present tendencies or challenges within the global educational arena.
The journal publishes papers displaying original researches—theoretical studies and empirical analyses—and expressing a wide variety of methods, in order to encourage the submission of both innovative and provocative work based on different orientations, including political ones. Consequently, it does not stand by any particular paradigm; on the contrary, it seeks to promote the possibility of multiple approaches. However, Sisyphus seeks contributions within the framework of two main research lines: Education XXI and Change Forces in Education.
editorial team | contact | submission guidelines | ethics statement | 2024 reviewers | IE-ULisboa [publisher]
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