About the Journal

Cadernos de Pesquisa (Fundação Carlos Chagas) has published academic production related to education since 1971. The journal focuses on social inequalities and includes interdisciplinary studies on gender, race and ethnic relations, childhood, youth, school, work, family, and public policies.

Cadernos de Pesquisa (Fundação Carlos Chagas) is ranked A1 in Education by the CAPES’ Qualis index.

ISSN: 0100-1574 (printed) | e-ISSN: 1980-5314

View Vol. 56 (2026)

Current Issue

Vol. 56 (2026)
Published: 2026-01-27

Articles

  • The production of hybrid masculinities among male teachers in early childhood education

    Sandro Vinicius Sales dos Santos, Késia Cristina Matos da Silva, Antônio Marcos de Sousa Barbosa Miranda
    e12197
    DOI: https://doi.org/10.1590/1980531412197

  • The curriculum in doctoral programs in education and the formation of scientific habitus

    Andréa de Paula Pires
    e12672
    DOI: https://doi.org/10.1590/1980531412672

  • Memories of schooling in a riverside community (1930-1940)

    Isonete do Socorro Perna Pereira, Rosenildo da Costa Pereira, Natanael Charles da Silva, Vivian da Silva Lobato
    e12652
    DOI: https://doi.org/10.1590/1980531412652

  • A study on leadership in a full-time school

    Marcelo Oda Yamazato, Renata Maria Moschen Nascente, Adriano Moro
    12617
    DOI: https://doi.org/10.1590/1980531412617

  • Gender in teacher professional development: School leadership perceptions

    Andrea Carrasco Sáez, Sofía Monsalves Ibarra, Rocío Concha López
    12543
    DOI: https://doi.org/10.1590/1980531412543

  • Neoliberal policies in education in São Paulo: Whom do they serve?

    Sandra Maria Fodra, Marilene Proença Rebello de Souza
    e12540
    DOI: https://doi.org/10.1590/1980531412540

  • Raciality, trajectories, and subjectivity: Sociological portraits in graduate education

    Alexsandro do Nascimento Santos
    e12504
    DOI: https://doi.org/10.1590/1980531412504

  • Women and women’s physical education at international scientific congresses

    Iara Marina dos Anjos Bonifácio, Andrea Moreno, Cristiane Oliveira Pisani Martini
    e12389
    DOI: https://doi.org/10.1590/1980531412389

  • Conceptions, policies, and practices of teacher induction in the Latin American context

    Giseli Barreto da Cruz, Beatrice Ávalos
    e12366
    DOI: https://doi.org/10.1590/1980531412366

  • Who is afraid of the Black movement? The Black movement, education, and Law n. 10.639/2003

    Jane Barros Almeida
    e12351
    DOI: https://doi.org/10.1590/1980531412351

  • Dialogic literary gatherings for students with special educational needs

    Marcela Núñez Solis, Alejandra Barriga Acevedo, Yasna Chávez-Castillo, Javier Parra Santos, Ana-Karina Segura Sepúlveda, Cristhian Espinoza Navarrete, Sigrid Navarro Navarro, Anita Quintana Marileo
    e12316
    DOI: https://doi.org/10.1590/1980531412316

  • Photography and human rights in schools: Pathways to teacher training

    Alissom Roberto Brum, Saraí Patrícia Schmidt
    e12265
    DOI: https://doi.org/10.1590/1980531412265

  • Ample: A methodological proposal for the analysis of (multi)literacy practices in schools

    Bruno Cuter Albanese
    e11211
    DOI: https://doi.org/10.1590/1980531411211

  • Sense of discomfort and processes of professional development

    María Soledad Manrique
    e12169
    DOI: https://doi.org/10.1590/1980531412169

  • Racial perceptions of Haitian children in an early childhood education center

    Ana Cláudia Delfini, Rosana da Silva Machado, Daíra Andrea de Jesus
    e12168
    DOI: https://doi.org/10.1590/1980531412168

  • Expanded teaching: An ethnography of the professional practices of social science teacher graduates

    Graziele Ramos Schweig, Árllan Maciel Cunha Alves
    e12086
    DOI: https://doi.org/10.1590/1980531412086

  • Professional doctorates: Literature review of their international expansion

    André José Fruchi, Adolfo Ignacio Calderón, Nonato Assis de Miranda, Francisco Regis Vieira Alves, Marco Wandercil
    e11966
    DOI: https://doi.org/10.1590/1980531411966

  • Gender-based violence: School response and the participation of affected families

    Oihane Artetxe, Nahia Idoiaga, Israel Alonso
    e11867
    DOI: https://doi.org/10.1590/1980531411867

  • Teaching without God: Nietzschean notes for educating when truth is not a given

    Luiz Antonio Callegari Coppi
    e11749
    DOI: https://doi.org/10.1590/1980531411749

  • Schooling in contexts of human mobility: A regional reading

    Rafael Alberto González González
    e11652
    DOI: https://doi.org/10.1590/1980531411652

  • Academic productivism and its effects: A mapping and theoretical expansion of the phenomenon

    Gustavo Candido da Silva, Moises Romanini
    e11647
    DOI: https://doi.org/10.1590/1980531411647

  • Democratic management: Context, updates, and theoretical approaches

    Ana Cristina Prado de Oliveira, Sofia Lerche Vieira
    e11646
    DOI: https://doi.org/10.1590/1980531411646

  • Teacher identity trajectories in a teacher licensure program for secondary education

    David Jacob Pérez Carrillo, María Alejandra Ochoa Provoste, Víctor Mario Rocha Monsalve
    e11613
    DOI: https://doi.org/10.1590/1980531411613

  • The bright and dark faces of the school through students’ voice

    José Joaquim Ferreira Matias Alves, Cristina Maria Gomes da Costa Palmeirão, Andreia Maria Beça Magalhães
    e11460
    DOI: https://doi.org/10.1590/1980531411460

  • Reforms in writing instruction from 1940 to 1950 in the early stages of schooling

    Cláudia Maria Mendes Gontijo, Fabrícia Pereira de Oliveira Dias
    e11330
    DOI: https://doi.org/10.1590/1980531411330

  • Professional development of Pibid supervisors: Planning and experiencing

    Angélica Ramos da Luz, Amadeu Moura Bego
    e11328
    DOI: https://doi.org/10.1590/1980531411328

  • Trends in contextualized education for coexistence with the Semiarid region

    Alexandre Leite dos Santos Silva, Edmerson dos Santos Reis
    e11244
    DOI: https://doi.org/10.1590/1980531411244

Plural Space

  • Filosofia, educação e formação humana: Diálogo com o professor Luís Manuel A. V. Bernardo

    Gedeone Ferreira Lima, Wiviane Lopes Venancio, Bárbara Alves Siqueira
    e12720
    DOI: https://doi.org/10.1590/1980531412720

Book Reviews

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