• International perspectives on comparative analysis: policy and practices in adult education
    Vol. 10 No. 2 (2022)

    Edited by Paula Guimarães [associate editor / Universidade de Lisboa, Portugal], Regina Egetenmeyer [University of Würzburg, Germany] and Natália Alves [Universidade de Lisboa, Portugal]

    This thematic issue of Sisyphus aims at contributing to understanding diversity, fragmentation and complexity of comparison in adult education research, focussing on policy and practices developed in different parts of the world. The articles to be include in this issue are the outcome of the vivid discussion held in the INTALL Adult Education Academy 2021, promoted by the University of Würzburg, when the COVID-19 pandemic had a significant impact on every ones’ lives, in special in those attending this educational initiative. Joined by more than 60 students and 20 teaching staff from higher education institutions of 5 continents, the INTALL Adult Education Academy is a significant event to reflect critically about adult education comparison when a health situation constrained and still constrains mobility and face-to-face teaching.

  • Educational Research Themes
    Vol. 10 No. 1 (2022)

    Sisyphus' editors [Org.]

    [only ongoing submission articles issue]

  • Educational Research Themes
    Vol. 9 No. 3 (2021)

    Sisyphus' editors [Org.]

    [only ongoing submission articles issue]

  • Collaboration in Mathematics Teacher Education
    Vol. 9 No. 2 (2021)

    Edited by Márcia Cristina de Costa Trindade Cyrino [Universidade Estadual de Londrina, Brazil]

    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.

  • Educational Research Themes
    Vol. 9 No. 1 (2021)

    Sisyphus' editors [Org.]

    [only ongoing submission articles issue]

  • Old Masters, New Meanings: Is there a Need to Reconceptualize Emancipation?
    Vol. 8 No. 3 (2020)

    Edited by Danny Wildemeersch [Katholieke Universiteit Leuven, Belgium]

    Emancipatory education became an important notion for critical pedagogues from the sixties and seventies of the 20th century onwards. Various ‘old masters’ then inspired educationalists with their interpretation of this concept. Today, times have profoundly changed. The question now is whether these interpretations are still valid. Is there a need to reconsider them? To what extent are the ideas of ‘the old masters’ still useful? What elements are outdated? Six contributions engage with these questions reminding us of the ideas of Paulo Freire, John Dewey, Bruno Latour, Ivan Illich, Jacques Rancière and Axel Honneth.

  • Educational Research Themes
    Vol. 8 No. 2 (2020)

    Sisyphus' editors [Org.]

    [only ongoing submission articles issue]

  • Education Policies and Changes in the Teaching Profession
    Vol. 8 No. 1 (2020)

    Edited by Dalila Andrade Oliveira [Universidade Federal de Minas Gerais / Universidade Federal da Paraíba, Brazil] and Sofia Viseu [Universidade de Lisboa, Portugal]

    This thematic issue aims to present a set of empirical-based studies focused on the effects of the ongoing changes in education policies on the restructuring of the teaching profession. More precisely, from Latin American geographies, the issue shows how teaching profession reconfiguration has been operated in the context of the processes of transnational governance in education. Therefore, the thematic issue invites its readers to reflect on changes in the work and teaching profession, namely in the training and socio-professional trajectories, in teachers’ profile, initial entry, assessment and career progression. The changes regarding the work and teaching profession are conceived as part of New Public Management reforms, whose transnational circulation is associated with the intervention of multiple international organizations, through agenda and rule-setting and rule-following.

  • 7,3 cover

    The 21st Century: An Exercise of Uncertainties
    Vol. 7 No. 3 (2019)

    Edited by Candido Alberto Gomes [Cátedra UNESCO Juventude, Educação e Sociedade, Brazil] and João Casqueira Cardoso [Universidade Fernando Pessoa / CEPESE, Porto, Portugal]

    To introduce this issue, the editors start from the simple observation that everything has become more complex. The relationship of human beings with the environment, the relationship of human beings with others, and the relationship of human beings to her/himself — all this tends to change. With a bad memory of the past events, despite the teachings of History, Philosophy and, indeed, Education, contemporary societies have developed new modalities for violating the rights and the integrity of the various species. How is it possible to think about education in this context? How is it possible to rethink the forms and formulas of education, in a broader perspective, but without leaving aside the particularities? What are the prospects offered by the new approaches that, although promising, may not be accompanied by acts? Various questions for the various contributions of this issue, having in common to propose practical ideas about tomorrow.

  • Lifelong Education
    Vol. 7 No. 2 (2019)

    Edited by Paula Guimarães [associate editor / Universidade de Lisboa, Portugal]

    Depois da II Guerra Mundial e até à década de 1970, registou-se um forte incremento do progresso científico e tecnológico. Assistiu-se igualmente à massificação dos sistemas educativos, tendência esta acompanhada pelo descontentamento face aos modelos pedagógicos vigentes. A ideia de que os sujeitos se educavam ao longo da vida, através do conceito de educação permanente, surgiu neste âmbito nos finais da década de 1950, preconizada num primeiro momento pelo Conselho da Europa e mais tarde, em finais da década de 1960, pela UNESCO. Esta ideia surgia como uma nova proposta educativa que concedia maior protagonismo aos contextos não formais e informais de educação, formação e aprendizagem. Assente numa perspetiva democrática e humanista, a ideia incluía uma forte crítica ao modelo escolar tradicional, acusado de pouco flexível e desmobilizador da participação daqueles que se educavam, assim como pouco eficaz na promoção da igualdade de oportunidades e da mobilidade social ascendente (...)

  • Technology Enhanced Learning
    Vol. 7 No. 1 (2019)

    Edited by Ana Pedro, João Piedade, and João Filipe Matos [Universidade de Lisboa, Portugal]

    O número temático da Revista Sisyphus — Journal of Education que agora se apresenta estrutura-se em torno de um conjunto de textos selecionados entre os trabalhos apresentados no V Congresso Internacional TIC e Educação – ticEDUCA 2018. Subordinado à temática Technology Enhanced Learning | Aprendizagem Enriquecida por Tecnologias, o ticEDUCA 2018 decorreu em setembro de 2018, tendo sido um espaço privilegiado de partilha e reflexão sobre a investigação desenvolvida no domínio das Tecnologias Digitais na Educação.

    Com vista à edição de um número especial da Sisyphus — Journal of Education que considerassem representativo da qualidade científica apresentada em setembro de 2018, os editores deste número convidaram um conjunto de autores a apresentar para esta edição uma versão mais completa e aprofundada das investigações apresentadas no ticEDUCA 2018, perfazendo, deste modo, sete artigos selecionados.

  • Educational Research Themes
    Vol. 6 No. 3 (2018)

    Sisyphus' editors [Org.]

    [only ongoing submission articles issue]

  • Education, Health and Care [Éducation, Santé et Soins]
    Vol. 6 No. 2 (2018)

    Edited by Elizeu Clementino de Souza [Universidade do Estado da Bahia, Brazil] and Christine Delory-Momberger [Université Paris 13, France]

    By focusing on the notion of care as an enhancer of learning processes related to illness and biographical narratives of people with chronic diseases, this thematic issue about Education, Health and Care intends to socialize innovative studies at the interface between Education and Health. These texts approach methodological dimensions in the field of patients’ narratives with chronic diseases (sclerosis, hypertension, diabetes, cancer, AIDS, mental illness, among others) and imply considerations that rise from biographical experiences with illness, but also reviews on public health policies, training of health professionals and health care actions.This number seeks to increase the discussion between narratives, education, health and care, in dialogue with the principles of the patient therapeutic education, the interdisciplinary actions in the field of health, the work of health professionals and patient narratives. The dossier contributes with theoretical considerations about education and health, as well as shows results of researches dedicated to narratives and learnings with the disease, in the field of biographical research in education, narrative medicine and health care actions, whether with children or adults.


  • The Right to Education
    Vol. 6 No. 1 (2018)

    Edited by João Casqueira Cardoso [Universidade Fernando Pessoa, Porto, Portugal] and Candido Alberto Gomes [Consultor da UNESCO, Brazil]

    O direito à educação reveste-se de vários sentidos, como precioso fruto do Iluminismo e da Ilustração. Ora é concebido como fazedor de milagres, a alterar valores, atitudes e comportamentos de indivíduos e sociedades; ora é um direito programático e residual, importante apenas para a “formação de capital humano”, quando ele se caracteriza como efetivo. Este movimento pendular de otimismo e pessimismo educativos, observado em diferentes períodos, em momentos solitários ou em momentos simultâneos, na verdade não faz jus ao direito à educação. É possível, ao mesmo tempo, verificar a relevância do direito à educação ora para um lado, ora para outro, em diferentes espaços geográficos e sociais contemporaneamente, o que dificulta generalizações fundamentadas na empiria. A própria Constituição da UNESCO, escrita sobre as cinzas da Segunda Guerra Mundial na Europa, assumiu uma posição idealista, com o seu propósito de construção utópica da paz mundial. Entretanto, o idealismo mistura-se ao realismo quando nos damos conta da importância das ideias, dos conhecimentos científicos, verdadeiros e falsos, das ideologias, dos currículos escolares e universitários e dos meios de comunicação de massa para esculpir tanto as noções de paz e fraternidade, como os ódios, em múltiplas dimensões.

  • Education and Responsible Research and Innovation (RRI): International Perspectives
    Vol. 5 No. 3 (2017)

    Edited by Marta Romero-Ariza [Universidad de Jaén, Spain]

    What kind of science education is required in a world deeply influenced by science and technology? How can we contribute to Responsible Research and Innovation (RRI) through science education? Are students and teachers prepared to address current socio-scientific challenges? What kinds of pedagogies foster the skills and values required for taking a critical position in the discussion of socio-scientific problems? Which teaching and learning activities prepare students to actively contribute to the development of smart and creative solutions? These and others are some of the key questions underlying this special issue devoted to education and RRI.

  • Socially Acute Questions [Questions Socialement Vives]
    Vol. 5 No. 2 (2017)

    Edited by Laurence Simonneaux [Université de Toulouse, France] and Chantal Pouliot [Université Laval, Québec, Canada]

    Legardez et Simonneaux (2006) ont proposé le terme ‘Questions Socialement Vives’ – (QSV) en anglais ‘Socially Acute Questions’ (SAQ) – pour décrire des questions complexes ouvertes controversées et intégrées dans des contextes réels. Ces questions sont au cœur du problème de l'enseignement et de l'apprentissage dans un monde incertain, influencé par le développement des technosciences et par les crises environnementales et sanitaires. Ces questions situent la controverse sociale et scientifique, la complexité, le renforcement de l'expertise, l'évaluation de la preuve, l'incertitude et le risque au cœur du processus d'enseignement-apprentissage.

  • Education: Challenges of an Immanent Research
    Vol. 5 No. 1 (2017)

    Edited by Estela Scheinvar [Universidade do Estado do Rio de Janeiro e Universidade Federal Fluminense, Brazil], Maria Lívia do Nascimento [Universidade Federal Fluminense, Brazil], and Kátia Aguiar [Universidade Federal Fluminense, Brazil]

    Thinking the present as a critical attitude has turned an urgent and necessary task for those who have abandoned a long time ago the polemics around the scientific neutrality and dived into the challenges of an immanent research. From this perspective the know-how of those who research engenders and is engendered on their own ways of researching, since those ways are invested of potencies that generate questions, images, affections. In this way of doing, which also means a way of saying and writing, the research is unfolded and experimentations gain the center of the scene, leading a movement of prudent and moving approach to the context of social practices in the field of education.
    We could say, running the risk of lightening the words, that such attitude in research problematizes the social practices and the objects that correspond to them – including the research practices themselves.  Proposals that find and call for different intercessors – some closer to microphysics, others to micro politics and, also, to institutionalisms – so they can give visibility to the processes of adjustment, of control and of refusal in the field of education.

  • Educational Modernity: Representation and Writings
    Vol. 4 No. 1 (2016)

    Edited by Antonio Viñao-Frago [Universidad de Murcia, Spain] and Justino Magalhães [Universidade de Lisboa, Portugal]

    The set of texts published in this issue focus, to varying degrees, on the education-institution as a singularity, as an institution-school, or, in a narrower sense, as institutional schooling. From a more objective perspective, they focus on the school. Within the scope of the theme and its timeframe, the concept of representation provides a plurality of objects, figurations, meanings and forms of communication and appropriation. Representation encompasses both the uniform and the diverse, reordering the historical and pedagogical fabric, language, symbology, theoretical and conceptual framework, intentionality and the nature of the object. In other words, it changes authorship and the ways of symbolising and relating.

  • Biopolitics, Education and Latin America
    Vol. 3 No. 3 (2015)

    Edited by Julio Groppa Aquino [Universidade de São Paulo, Brazil] and Maura Corcini Lopes [Universidade de Vale do Rio dos Sinos, Brazil]

    After the last quarter of twentieth century, it has become almost impossible not to take into consideration the importance of the contributions of Michel Foucault's legacy, and hence, its impact on various fields of human knowledge, concerning the achievement of a more refined comprehension of current social issues. In educational field, in particular, whether in regard to the analysis of the discursive and non discursive practices that currently take place in schooling and beyond it, or in studies on the subjectivation processes and, still, in investigations on the resonances between education and the political, economic and cultural changes in present times, the fact is that Foucault seems to be more alive than ever. (...)

  • Territorial Specificities of Teaching and Learning
    Vol. 3 No. 2 (2015)

    Edited by Roser Boix-Tomàs [Universitat de Barcelona, Spain], Pierre Champollion [ECP – Lyon, ESO – Caen and Université Joseph Fourier, France], and António M. Duarte [Universidade de Lisboa, Portugal]

    The links between education and territory are multiple and complex. No part of schooling can entirely free itself from the territorial context in which the school action plan is included: formal schooling, academic achievement, vocational orientation, didactics, pedagogy, etc. are all more or less according to the territories, more or less according to the educational systems concerned. Thus, the territory can have an external effect on school education as an impact factor, but can also be and/or intend to have a full educational role. It may also impact on education as a whole, even a systemic impact as it is the case in some rural and mountain areas (...)

  • Critical, Cultural and Historical Perspectives on Arts Education
    Vol. 3 No. 1 (2015)

    Edited by Catarina Silva Martins [Universidade do Porto, Portugal] and Thomas S. Popkewitz [University of Wisconsin-Madison, United States of America]

    The contributions included in this special issue focus on critical, cultural and historical perspectives on arts education, from its 'reason' in schooling to curriculum, pedagogy, the sciences of education and artistic research. The editors invited international scholars for a conversation that breaks conventions in thinking about arts education as an event that engages a broader and simultaneously focused theoretically discussion around problems that directly affect today's arts education disciplinary field. Theoretical yet at the same time historical and 'empirical' through detailed attention to things of the world; an 'act' that itself has repercussions into the very tissues of contemporary thinking about method as distinct from theory; and the real as somehow a distinction field that separates and makes the material as in opposition rather than in relation to language and discourses. The authors provide a family of resemblance to constitute a share common feld of study, commonly referred to as post-structuralism, and therefore operations dedicated to language as embodying historical inscribed systems of reason understood in their productive effects.

  • One Planet Residency: Perspectives on Globalisation and Education
    Vol. 2 No. 3 (2014)

    Edited by Laura Colucci-Gray and Donald Gray [University of Aberdeen, Scotland]

    The contributions included in this special issue of Sisyphus engage with such examination by looking closely at the tacit assumptions that are regulating social and educational systems; the extent to which such assumptions have contributed to the sedimentation of a worldview which has proved to be unsustainable and provide some suggestions for moving away from a destructive path towards new and desirable scenarios. The five papers contained in this issue bring together perspectives from the North and the South of the world; interrogate different aspects of the relationship between globalisation and education and altogether, provide an informative overview of current and topical reflections on education for a "one planet residency".


  • Science Education in the 21st Century: Challenges and Concerns
    Vol. 2 No. 2 (2014)

    Edited by Rachel Mamlok-Naaman and Dvora Katchevich [Weizmann Institute of Science, Israel]

    (...) The issue consists of six papers. In all the six studies there has been done an effort to find out what should be the best ways to motivate students to study science, and to gain inquiry skills. Some studies (e.g. Fraser, 1982) revealed a positive correlation and a causal relationship between achievement in science and attitude constructs, whereas others revealed no clear (or negative) relationship between attitudes towards learning science and achievement (Osborne & Dillon, 2008). International studies have shown that students’ attitudes towards scientific disciplines depend on the extent of their active participation in the learning process.
    The main topics of the six studies of this issue are: (1) The link between formal and non-formal learning in science education, (2) students’ linguistic heterogeneity in science, (3) poster exhibition as an effective means of support for teachers to introduce contemporary chemistry topics to high school students, (4) argumentation in the chemistry laboratory, (5) chemistry, industry, and the environment in the eyes of the individual and society, and (6) the inclusion of students with special needs in science classes teaching them inquiry-based activities. All the papers deal with studies which have the similar objectives: How can we involve as many students as possible in science studies? How can we bridge the gap between formal and non-formal education? How can create a productive and encouraging learning environment?


  • Frameworks of Regulation: Evidence, Knowledge and Judgement in Inspection
    Vol. 2 No. 1 (2014)

    Edited by Jenny Ozga [University of Oxford, United Kingdom] and Martin Lawn [University of Oxford, United Kingdom]

    This issue of Sisyphus draws on work in the research project ‘Governing By inspection: school inspection and education governance in England, Scotland and Sweden’. That research seeks to fill a gap in the literature on the governing of education by examining the ways in which inspection regimes may be understood as governing education-in this case in the three national education systems of Sweden, England and Scotland. (...)

  • The Professional Practice and Professional Development of Mathematics Teachers
    Vol. 1 No. 3 (2013)

    Edited by João Pedro da Ponte [Universidade de Lisboa, Portugal]

    Didactics of mathematics has developed internationally as a scientific field of studies in the late 1960s in the wake of the modern mathematics movement. Particularly important landmarks in this development were the creation of the journal Educational Studies in Mathematics by Hans Freudenthal in 1968, and the establishment of the Journal for Research in Mathematics Education in 1970, with David Johnson as its first editor.

    In Portugal, didactics of mathematics began as a research field between 1980 and 1990 when the first graduates had obtained their PhDs from foreign universities and when master’s degree programs were set up at Portuguese universities. The national research journal Quadrante was established in 1992. Since then, the mathematics teacher has been one of the subjects to receive the most attention from local and international researchers studying teacher conceptions, knowledge and professional practices, as well as teacher education, development and identity. In the last ten years, the focus on the teacher has clearly been centred on the professional practices, together with institutional conditions and teacher education processes that may promote their transformation in order to further students’ learning.

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