About the Journal

The Movimentos Docentes Journal is a scientific and cultural publication linked to the International Network Movimentos Docentes. Its purpose is to disseminate research results, experience reports, escredocências (teacher writings), essays, and reflections that address teacher education, pedagogical practices, didactics, teaching methodologies, digital technologies, sustainability, and the multiple contexts of contemporary educational practice across diverse fields of knowledge.

Inspired by the trajectory of the Movimentos Docentes group—which for more than fifteen years has fostered dialogue among schools, universities, and communities—the journal emerges as a space for sharing, collaboration, and (trans)formation. Each issue seeks to give visibility to teacher authorship and to the production of knowledge that arises from practice, territory, and networks of affection and learning.

The journal adopts an open-access model, ensuring free submission and peer review. A publication processing fee is applied only to manuscripts approved by the panel of reviewers. Committed to the principles of open science, editorial ethics, and the democratization of knowledge, the journal publishes works in Portuguese, Spanish, and English, encouraging international dialogue among researchers and educators.

The scope of the journal covers, among other themes:

• Initial and continuing teacher education;

• Didactics and innovative pedagogical practices;

• Digital technologies and educational culture;

• Environmental education and sustainability;

• Inclusion, diversity, and equity;

• Public policies and teachers’ work;

• Narratives and escredocências;

• Culture, art, and education.

The journal is integrated into the LOCKSS and CLOCKSS digital archiving systems, ensuring the permanent preservation of its content. All texts are published under a Creative Commons Attribution (CC BY-NC-SA 4.0) license, allowing free circulation provided that the original source is cited.