Márcia Cristina de Costa Trindade Cyrino [invited editor]
Collaboration has stood out for its potential in the training of teachers who teach mathematics, for promoting interaction processes between teachers, future teachers, teacher educators, coordinators, among other educational agents, and, therefore, a learning environment for all people involved in those interaction processes. This special issue consists of nine articles that can contribute to a qualified debate about the potentialities and difficulties encountered in the search for a collaborative environment.
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.