Archives

  • Knowledge in Motion: Teacher Education, Inclusion, Critique, and Transformation in Education
    Vol. 3 (2026)

    There are moments when education calls for fewer ready-made answers and a greater willingness to think. This volume emerges from that premise. Knowledge in Motion: Teacher Education, Inclusion, Critique, and Transformation in Education brings into circulation studies that challenge boundaries, unsettle certainties, and invite us to understand education as a living field shaped by relationships, disputes, experiences, and possibilities. Here, knowledge is not presented as something finished, but as a situated construction produced through encounters among subjects, contexts, and different ways of understanding the world.

    Throughout this issue, educating, teaching, learning, including, and transforming cease to be isolated actions and become part of the same fabric. Schools, universities, and other social spaces emerge as territories of mediation, conflict, care, creation, and responsibility. This volume invites reflection on what it means to educate in a time marked by rapid change, persistent inequalities, new technologies, and the need to rebuild connections. The knowledge presented here therefore remains in motion: it does not close debates, but expands them; it does not offer single paths, but opens possibilities for thinking, questioning, and reinventing education.

  • Education in Motion: teacher education, inclusion, innovation, and social transformation
    Vol. 2 (2025)

    Entitled Education in Motion: Teacher Education, Inclusion, Innovation, and Social Transformation, this second volume of MOVDOC Journal brings together 14 studies that reflect the diversity, complexity, and challenges permeating contemporary education. The contributions address different dimensions of teacher education and pedagogical practice, encompassing topics such as professional identity, public policies, literacy, Science Education, inclusive education, family-school relationships, neuroeducation, digital technologies, artificial intelligence, curriculum, solidarity-based learning, critical pedagogies, gender and science, quality of working life, and the development of socio-emotional skills in the post-pandemic context.

    Taken together, the studies portray education as a field in constant motion, marked by the need to connect knowledge, experiences, subjects, and diverse contexts, while recognizing human development as a complex, relational, and socially situated process.

    Published in the year in which the Movimentos Docentes Research Group celebrates its 15th anniversary, the volume reaffirms MOVDOC’s commitment to open, plural, and socially engaged science, valuing research and experiences capable of bringing universities, schools, and society closer together and contributing to more inclusive, critical, innovative, and transformative educational practices.

  • Teaching in Motion: teacher education, practices, and transformations in contemporary education
    Vol. 1 (2024)

    The first volume of the International Journal Movimentos Docentes, entitled Teaching in Motion: Teacher Education, Practices, and Transformations in Contemporary Education, brings together five high-impact and relevant studies developed within the Movimentos Docentes Research Group and connected to the different areas of research, teacher education, and knowledge production promoted by the group. This inaugural issue also has a special character of celebration and recognition of the research projects, formative experiences, and academic-scientific initiatives developed within the Research Group, highlighting the contribution of its researchers to the production and dissemination of knowledge committed to the contemporary challenges of education and, especially, teacher education.

    The studies published in this volume address different dimensions of being and acting as a teacher, including initial teacher education and the relationship between university and school; Environmental Education and its interdisciplinary challenges; information and communication technologies incorporated into educational practices; processes of teacher identity construction; and the relationships between meaningful learning, concept maps, and teacher education for Environmental Education. Taken together, they constitute a diverse panorama of research that directly engages with emerging issues in contemporary education.