Submissions

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Submission Preparation Checklist

As part of the submission process, authors are required to check off their submission's compliance with all of the following items, and submissions may be returned to authors that do not adhere to these guidelines.
  • The submission has not been previously published, nor is it before another journal for consideration (or an explanation has been provided in Comments to the Editor).
  • The submission file is in OpenOffice, Microsoft Word, or RTF document file format.
  • Where available, URLs for the references have been provided.
  • The text is single-spaced; uses a 12-point font; employs italics, rather than underlining (except with URL addresses); and all illustrations, figures, and tables are placed within the text at the appropriate points, rather than at the end.
  • The text adheres to the stylistic and bibliographic requirements outlined in the Author Guidelines.

  • Apresento, em anexo, declaração de que o artigo não se configura como plágio.

  • Apresento declaração do revisor do artigo, com filiação institucional e o CPF, firmando a declaração.

  • I agree to submit the paper to the publication rules of the THEMES IN EDUCATION publication explained above.

  • In case of submission to a section with peer review (eg articles), the instructions available in Ensuring blind peer review were followed .

Author Guidelines

Publication rules for the journal Temas em Educação

  1. Revista Temas em Educação is a journal of the Graduate Program in Education at the Federal University of Paraíba. It is an online, open-access, continuous-flow journal that publishes original and unpublished articles in the field of Education, the result of scientific research, as well as book reviews.
  2. The original and unpublished article (Portuguese, Spanish and English), between 20 and 25 pages long, must include abstracts in Portuguese, English and Spanish. The 3 abstracts (in the original language of the article, followed by the translations in the other 2 languages) must be placed before the beginning of the text and must have between 100 and 150 words and 3 keywords. The article must be submitted exclusively in the format of the journal's template, available at the following link: Template RTE
  3. The article must be submitted via the Revista Temas em Educação website https://periodicos.ufpb.br/index.php/rteo/login.
  4. Texts that do not comply with the journal's submission rules and text settings will be automatically rejected.
  5. The period for submitting articles and reviews to Revista Temas em Educação is from January 5th to September 1st, with the exception of submissions aimed at calls for dossiers with specific deadlines.
  6. Authors must fill in their profile correctly and completely in the system, including their degree, work institution, link(s) with a postgraduate program and/or research group, e-mail and Orcid.
  7. Quotations ipsis litteris of up to 3 lines must appear within the text, in quotation marks, followed by identification of the source (author's name, year of publication and page number).
  8. Only authors cited in the text of the article should be included in the references, writing the full name of the author and translation of the reference cited.
  9. Notes - only endnotes will be accepted - should be explanatory and appear before the references.
  10. Figures and images in the article must be high resolution and numbered. The title in font 11 must appear at the top of the figure or image. Below the figure or image, its source must also be indicated in font 11.
  11. In the article, tables and graphs should be numbered and in 11-point font, single-spaced. The title should appear at the top; the source should appear below, in the same way as the figures and images.
  12. The article may have up to 2 (two) authors, preferably from research groups. One (1) author must have a doctorate.
  13. An article derived from a master's thesis or doctoral dissertation must have a maximum of two (2) authors and must be mentioned in the endnote.
  14. If the production is a review, it must be unpublished and the result of a critical study of a recently published text or work, taking into account the maximum publication time of three years. It must include the full bibliographical reference and an evaluation of the ideas expressed in the work, highlighting the relevance of the theme and approach to the field as well as the author's position in the academic discussion.
  15. The review may be in Portuguese, English or Spanish. It can be submitted by 1 (one) author or up to 2 (two) authors, at least one of whom is a doctoral researcher. The text must be between 3 (three) and 5 (five) pages in length and in accordance with the format of the journal's template, available at the link:
  16. The review will be submitted for evaluation, which will observe its informative, critical and critical-informative clarity; the presentation of the knowledge produced for the area of Education; the consistency of the synthetic exposition of the knowledge of the book reviewed; the adequacy of the writing to the cultured norm of the Portuguese language and, also, compliance with the "Guidelines for Authors" of the Revista Temas em Educação.
  17. The article and review are assessed using the double-blind method, by two (2) referees. If there are conflicting opinions, the article will be sent to a third reviewer.
  18. The article and review submitted to the Revista Temas em Educação will first be assessed by the Editorial Board, which will analyze their suitability for the "Guidelines for Authors" and the Journal's Editorial Policy (including the originality and novelty of the article) and decide whether to send them to the reviewers for blind evaluation or return them. All stages of the submission process and the evaluation of the article and the review can be monitored by the Editorial Board, which decides on possible cases of divergence from the Journal's Rules.
  19. Texts submitted for evaluation will undergo a rigorous and thorough linguistic-grammatical and technical standards review, failure to comply with which will render them liable to non-publication.
  20. The originality of the article and review will be analyzed using the Ithenticate anti-plagiarism tool.
  21. The opinions issued by the evaluators must be assessed by the members of the Editorial Board of the Revista Temas em Educação, who will then inform the author(s) of the evaluators' decision.
  22. The expected publication of the article and review will depend on the flow of submission, evaluation and editing. It also takes into account the time taken in the processes involving the return of articles by the authors and reviewers.
  23. Article and review submissions to Revista Temas em Educação can be monitored at all stages by the author who submitted the text: immediate acceptance or rejection; sending to referees; opinions issued and sent to the authors, as well as publication on the UFPB Electronic Journal Portal website.
  24. The policy on ethics and good practice in the production and publication of Revista Temas em Educação takes into account: i) The Code of the Committee on Publication Ethics (COPE) (https://publicationethics.org/resources/guidelines); ii) The Basic Guidelines for Integrity in Scientific Activity of the National Council for Scientific and Technological Development (CNPq), 2011 (http://www.gov. br/cnpq/en-br/composicao/comissao-de-integridade/diretrizes); iii) E-books Ethics and Research in Education and texts published by the National Association of Graduate Studies and Research in Education - ANPEd (http://www.anped.org.br/site/etica-na-pesquisa); iv) National Health Council Resolution No. 510, of April 7, 2016 - provides for standards applicable to research in the Humanities and Social Sciences - (http://conselho.saude.gov.br/resolucoes/2016/Reso510.pdf); and v) The Research Assessment Statement - DORA (https://sfdora.org/read/pt-br/).
  25. The Journal Temas em Educação reserves the copyright to all articles published in it. The journal uses the Creative Commons Attribution-Non Commercial 4.0 International License, which allows the text to be shared with acknowledgement of authorship.
  26. The author(s) of articles and reviews published in Revista Temas em Educação will have an interstice of 1 (one) year to submit new works for publication.
  27. Mentions of authors in the text will be subject to ABNT Technical Standards - NBR 10520 (second edition) of July 19, 2023. Examples: Ferreira (1952, p. 70); (Ferreira, 1952); (Ferreira, 1952, p. 71).
  28. References comply with ABNT Technical Standards - NBR 6023 (second edition) of November 14, 2018 Examples:

 

REFERENCES

Bibliography reference in ABNT:

Author. Hierarchy. Title: Subtitle. Edition. Place: Publisher, Year. Page. Volume.

Reference example:

BRAZILIAN INSTITUTE OF GEOGRAPHY AND STATISTICS. -. Brazilian Bibliography of Information Science: 2000/2003. Rio de Janeiro: Pacto, 2000. 90 p.

Example of Citation:

Part of the Narrative: ... Brazilian Institute of Geography and Statistics (2000)

In Brackets: ... (Brazilian Institute of Geography and Statistics, 2000)

CONGRESS

Bibliographic Reference of Congress in ABNT:

Name of the congress, Number, Year of the event, Place of the event. Title of the document. Place of Publication: Publisher, Year of publication. Page. Volume.

Example of Reference:

CONGRESSO BRASILEIRO DE SOFTWARE: TEORIA E PRÁTICA, 12., 2017, Salvador. Proceedings... Salvador: ACM, 2017. 200 p

Example of Citation:

Part of the Narrative: ... Brazilian Software Congress: Theory and Practice (2017)

In parentheses: ... (Brazilian Software Congress: Theory and Practice, 2017)

PERIODICAL

Bibliographic Reference of Periodical in ABNT:

Author. Title of the article: Subtitle of the article. Title of the journal, Place, Volume, Number, Pages, Date.

Reference example:

BARBOSA, Kelly Santos. Literature review on software modeling techniques. Revista da Informática, Florianópolis, v. 12, n. 14, p. 11-29, nov. 2017.

Example of Citation:

Part of the Narrative: ... Barbosa (2017)

In parentheses: ... (Barbosa, 2017)

CONSTITUTION

Bibliographic reference of Constitution in ABNT:

Geographical area. Constitution (Year of Constitution). Title: Subtitle. Responsible. Edition. Place: Publisher, Year of publication. Page. Volume (Series).

Example of Reference:

BRAZIL. Constitution (1992). Constitution of the Federative Republic of Brazil: promulgated on November 9, 1992. Organization of the text: João da Silva. 5. ed. Rio de Janeiro: cultura, 1995. 200 p. (Brazilian Legislation Series).

Example of Citation:

Part of the Narrative: ... Constitution of the Federative Republic of Brazil (1992)

In brackets: ... (Constitution of the Federative Republic of Brazil, 1992)

DICTIONARY

Bibliographic Reference of Dictionary in ABNT:

Author. Title: Subtitle. Edition. Place: Publisher, Year. Page. Volume.

Reference example:

BASTOS, Almeida. Dictionary of the English Language. 5. ed. São Paulo: Cosmos, 1990. v. 8.

Example of Citation:

Part of the Narrative: ... Bastos (1990)

In parentheses: ... (Bastos, 1990)

ENCYCLOPEDIA

Bibliographical reference of an encyclopedia in ABNT:

Title: Subtitle. Edition. Place: Publisher, Year. Page. Volume.

Reference example:

A NOVA Enciclopédia Brasileira: áreas geográficas. São Paulo: Impacto, 2015. 344 p. v. 12.

Example of Citation:

Part of the Narrative: ... A Nova (2015)

In parentheses: ... (A Nova, 2015)

JOURNAL

Bibliographic reference for newspaper in ABNT:

Author. Title of article: Subtitle of article. Title of the newspaper, Place, Date of publication. Section, Page.

Reference example:

MELO, Walter Pires. Programming: the art of creation. Folha de São Paulo, São Paulo, April 11, 2007. New technologies section, p. 10.

Example of Citation:

Part of the Narrative: ... Melo (2007)

In brackets: ... (Melo, 2007)

LAW OR DECREE

Bibliographic reference of Law or Decree in ABNT:

Geographical area. Law or Decree. Number, Date. Title of decree. Title: Subtitle. Person responsible. Edition. Place, Volume, Number of publication, Pages, Date of publication. Description.

Example of reference:

BRAZIL. Decree No. 83.221, of November 8, 1990. Provides for documents and procedures for dispatching ships on national service. Lex: Collection of Legislation and Jurisprudence. Rio de Janeiro, v. 43, p. 1-7, Jan. 1990. Federal and marginal legislation.

Example of Citation:

Part of the Narrative: ... Provides for documents and procedures for dispatching ships on national service (1990)

In brackets: ... (Provides for documents and procedures for dispatching ships on national service, 1990)

BOOK

Bibliographic Reference of Book in ABNT:

Author. Title: Subtitle. Edition. Place: Publisher, Year. Pages. Volume.

Reference example:

TANENBAUM, Andrew. Computer networks. 5. ed. São Paulo: Elsevier, 2016. 900 p.

Example Citation:

Part of the Narrative: ... Tanenbaum (2016)

In parentheses: ... (Tanenbaum, 2016)

Example of a citation with more than 3 authors:

Bibliographic Reference of Book in ABNT:

BOOK: LAST NAME, First Name; LAST NAME, First Name; LAST NAME, Author's First Name. Title. Place of publication: Publisher, year of publication.

LOVELOCK, Christopher H.; WIRTZ, Jochen; HEMZO, Miguel Angelo. Services marketing: people, technology and strategy. 7. ed. São Paulo: Pearson Prentice Hall, 2011.

Example citation:

Part of the Narrative:... Lovelock, Wirtz, Hemzo (2011, p. 69)

In parentheses:... (Lovelock; Wirtz; Hemzo, 2011)

PATENT

Bibliographic Reference of Patent in ABNT:

NAME and address of applicant, inventor and owner. Title of the invention in the original language. International patent classification. Symbol of the country and filing number. Date of filing, date of publication of the patent application.  Indication of the publication in which the patent was published. Notes.

Example reference:

SILVA ALBUQUERQUE. Ricardo Batista. Automatic device for organizing letters. Int CI3B22D34/44.Den.PI 9009080.5 Apr. 1990, 2 Dec. 1990. Revista do Produtor, São Paulo, n. 321, p.12.

Example of Citation:

Part of the Narrative: ... Silva Albuquerque (1990)

In brackets: ... (Silva Albuquerque, 1990)

ACADEMIC WORK

Bibliographic Reference of Academic Work in ABNT:

Author. Title: Subtitle. Year of defense. Sheets or pages. Work (Title and course) - Faculty, University, Place, Year of publication. Volume.

Reference example:

DOMINGOS, T. B. A Process for Software Security Analysis. 2000. 156 f. Dissertation (Master's in Computing) - Department of Computing, Federal University of Alagoas, Maceió, 2000.

Example of Citation:

Part of the Narrative: ... Domingos (2000)

In parentheses: ... (Domingos, 2000)

SITE

Bibliographic reference of website in ABNT:

Author. Title: subtitle. edition. year. Available at: Website link. Accessed on: date of access.

Reference example:

PEREIRA, Alberto Ramos. Software Security: An analysis of techniques. 2016. Available at: http://www.abc.com.br. Accessed on: Aug. 3, 2018.

Example of Citation:

Part of the Narrative: ... Pereira (2018)

In parentheses: ... (Pereira, 2018)

MOVING IMAGE

Bibliographic Reference of Moving Image in ABNT:

Title: Subtitle. Direction: Director. Production: Producer. Location: Producer, Year. Number of videocassettes.

Reference Example:

AGROTOXICS in Orange Production. Production: Maria José Ferreira. Rio de Janeiro: AGOR, 2000. 1 dvd.

Example of Citation:

Part of the Narrative: ... Devc (2000)

In parentheses: ... (Agrotoxics, 2000)

SOUND DOCUMENT

Bibliographic Reference of Sound Document in ABNT:

Interpreters. Title: Subtitle. Place: Record company, Year. Number of disks or CDs.

Example reference:

ARAGÃO. Que rei sou eu. Porto Velho: Apta productions, 2016. 1 Sound disk.

Example of Citation:

Part of the Narrative: ... Aragão (2016)

In parentheses: ... (Aragão, 2016)

REVIEW ARTICLE

They represent efforts to integrate the knowledge achieved in a given area at a given time. They provide a panoramic and selective view of the results accumulated over time and provide a consistent critical analysis capable of eliciting new research and perspectives.

RESEARCH REPORTS

They are complete reports of studies or research, but in contrast to the original scientific memory, they do not cause changes in the repertoire of established knowledge.

COMMUNICATION OF WORKS / RESEARCH IN PROGRESS

They gather information on projects and research in progress or recently concluded, centered on the description of the theme, on the presentation and discussion of experiments, on observations, and on results, even partial; or about professional experiences developed in education and related areas.

ORIGINAL SCIENTIFIC AVERAGES

It contains original scientific information, with such a level of detail, which contributes to expand the knowledge hitherto established or favor the understanding of a certain problem.

VIEWS/NOTES/COMMENTS

They include observations, opinions, criticisms, considerations, explanations on topics of interest to the target audience, such as aspects of educational policy at the national and international levels; notes on institutional courses and programs; scientific assessments of events in the area, etc.

EXPERIENCE REPORTS

They pass on professional experiences or describe activities of interest to readers, whether they have been successful or unsuccessful, preventing other researchers from repeating the same trajectory in the case of unsuccessful experiences, which contributes to the knowledge of the topic explored.

REVIEWS

They are configured as a critical and interpretive appreciation and analysis of recently launched works, leaving the reviewer free to judge.

Dossier: Conservative restorations in the educational field in Latin America

The Latin American region is currently experiencing a neoconservative wave that has decisively influenced the education agenda, threatening the meager rights conquered over decades of social struggles. There are many setbacks in educational policies in several countries in the region. In Brazil, from Constitutional Amendment no. 95, which freezes public spending for a period of 20 years, we have seen the National Education Plan, Law 13009/2014 become a dead letter, which inscribed in the legal plan the yearnings for a more democratic and inclusive educational agenda. Alongside the economic setbacks, we are witnessing the assumption of conservative policies that are expressed by attitudes towards reinforcing unacceptable values ​​in democratic societies, such as racism, homophobia, machismo, among others. In education, these movements appeared in the form of projects like "School without a party" and campaigns against the so-called "gender ideology" in Brazil, or Con mis hijos no te metas, in Peru, among other manifestations in different countries, but always in favor of privatist proposals, home schooling, choice-school and militarization of schools. And against unions, against teachers, against textbooks for their “daring” content, in short, against everything that means conquests around civil and social rights. Academic research is currently facing the challenge of understanding the origins of these policies, their development and consequences for education and society as a whole.

It is in this sense, that we propose to organize a special issue of the Revista Temas em Educação, in which we hope to receive contributions from different parts of Latin America, offering a reading panel that is capable of updating the debate surrounding the political and educational situation in the region.

Only original and unpublished articles from research, as well as theoretical essays of a scientific nature, from national and foreign researchers will be accepted for publication.

Infâncias, crianças e estudos culturais em educação

INFÂNCIAS, CRIANÇAS E ESTUDOS CULTURAIS EM EDUCAÇÃO: CURRÍCULOS ENTRE E ALÉM DOS MUROS DAS ESCOLAS

 

 

A infância, enquanto categoria construída social e culturalmente, tem sido objeto de investigação em diferentes áreas do conhecimento, por meio de diversas perspectivas teóricas e metodológicas. No que diz respeito aos Estudos Culturais, este campo investigativo tem compreendido a infância a partir de representações e experiências que são atravessadas por relações de poder, discursos, políticas educacionais e práticas sociais vivenciadas pelas crianças. Ao conferir, desde a chamada “virada linguística”, um papel fundamental à linguagem, o campo dos Estudos Culturais entende que toda essa gama de possibilidades de se falar sobre a infância e as crianças não apenas as “descrevem”, mas efetivamente as constituem enquanto sujeitos por meio de relações de poder e saber. 

Os Estudos Culturais têm ampliado os modos como compreendemos e analisamos aspectos centrais das nossas vidas cotidianas, como a própria cultura, a linguagem, os processos de subjetivação e a educação. Especificamente para as pesquisas educacionais, os Estudos Culturais têm mobilizado rupturas significativas às metanarrativas educacionais, possibilitando, por exemplo, a ampliação da compreensão dos espaços de aprendizagem para além da escola, a partir da significação do currículo além da mera descrição de disciplinas acadêmicas ou escolares a serem desenvolvidas com o objetivo de formação dos estudantes. Diante disso, o currículo passa a ser  compreendido como um artefato que tanto inclui como excede aquilo que é produzido em instituições regulamentadas de ensino, sendo articulado também através dos diversos artefatos culturais que são consumidos no cotidiano, tais como: filmes, séries de TV, novelas, programas televisivos, reality shows, músicas, peças publicitárias, livros,, brinquedos, teatro, jogos, revistas etc.

Se, por um lado, tal ampliação do conceito de currículo tem sido importante para reconhecer que diferentes artefatos produzidos na cultura têm constituído currículos culturais não-escolares, também é oportuno valorizar as contribuições que o campo dos Estudos Culturais pode oferecer para o espaço escolar. Afinal, assim como os artefatos culturais, a escola também lida com a construção de identidades, a produção e circulação de discursos e a valorização ou rejeição de determinadas práticas. Nesse sentido, a escola não deve ser pensada apenas como um espaço de transmissão de conhecimentos previamente sistematizados, mas também como um local de produção, veiculação, aceitação e contestação de significados culturais que constituem as crianças como sujeitos no tempo presente. Para tanto, os Estudos Culturais têm possibilitado  compreender como os currículos escolares, as práticas pedagógicas e a docência são forjadas em meio às representações de determinados grupos sociais e culturais. Consequentemente, trata-se de um campo teórico que possibilita o questionamento da escola como espaço de homogeneização e normatização, centralizando aqueles elementos comumente “marginalizados”, como os marcadores da diferença social – gênero, sexualidade, raça, etnia, geração, classe, deficiência etc. 

Mediante o exposto, o presente número temático tem como objetivo geral analisar os agenciamentos entre Infâncias, Crianças e os Estudos Culturais e busca reunir artigos que problematizam as imagens e representações da infância e das crianças para além de concepções normativas e reducionistas, explorando as construções culturais, históricas, políticas, sociais e simbólicas. Nesse contexto, convidamos pesquisadores e pesquisadoras a submeterem propostas de trabalho que, a partir das contribuições do referido campo, dialoguem com as múltiplas, criativas e inventivas formas das crianças vivenciarem as infâncias,  tanto “entre” como “além” dos muros escolares. Assim, serão bem-vindos estudos que abordam a infância em diferentes artefatos culturais, como também aqueles que investigam as intersecções entre os Estudos Culturais e o âmbito da escola, focalizando o papel cultural das instituições de ensino na produção de subjetividades das crianças e daqueles/as  profissionais que lidam diariamente com elas. Também nos interessam as pesquisas que discutem a infância de modo interseccional, compreendendo como os marcadores sociais, por um lado, produzem e reproduzem desigualdades que são sentidas desde cedo, e, por outro, abrem caminhos para resistência e linhas de fuga. Pesquisas que abordam as infâncias e as crianças em contextos de vulnerabilidade social e precariedade, sobretudo em cenários de crise migratória e climática também são fundamentais para o debate proposto. 

Logo, pretendemos fomentar reflexões importantes sobre como as crianças são representadas e valorizar as maneiras em que elas próprias participam da construção de suas identidades e de suas culturas infantis em interdependência com os adultos e os contextos dos quais fazem parte enquanto atores sociais de pleno direito. As contribuições podem adotar diferentes abordagens metodológicas – análise do discurso, cartografia, etnografia, pesquisa narrativa, pesquisa visual etc. – e fundamentação teórica, desde que estejam amparadas pelos Estudos Culturais. 

 

Organização:

Prof. Dr. Evanilson Gurgel (UFERSA)

evanilson.gurgel@ufersa.edu.br

 

Profa. Dra. Maria Elena Ortiz Espinoza (UPS/Ecuador)

mortize@ups.edu.ec

 

 https://orcid.org/0000-0002-8899-0998 

 

Início das submissões: 07 de Junho de 2025.

Início das submissões: 14 de Julho de 2025 (prorrogadas).

Previsão de publicação: Fevereiro de 2026.

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