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

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

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.

DOI: https://doi.org/10.47247/movdoc.v3i
Published: 2026-08-17

Editorials

  • EDITORIAL KNOWLEDGE IN MOTION, NEW PATHS FOR EDUCATION

    Marilena Rosalen, Everton Viesba
    1-5
    DOI: https://doi.org/10.47247/movdoc.v3i.7

Articles

  • Types of Assessment in the Transition Between Learning Cycles in Mozambique

    Alcídio Dos Santos Quenhé, Marilena Rosalen
    6-20
    DOI: https://doi.org/10.47247/movdoc.v3i.8

  • SCIENTIFIC EDUCATION AND ENVIRONMENTAL AWARENESS IN EARLY CHILDHOOD A THEORETICAL PERSPECTIVE ON EDUCATIONAL POLICIES AND PRACTICES

    Judy Ferreira da Silva, Gilvano Kunzler Bronzoni, Edjunior José Zigarte, Elisangela Rodrigues Simões
    21-31
    DOI: https://doi.org/10.47247/movdoc.v3i.42

  • EDUCATION FOR SUSTAINABLE DEVELOPMENT FOUNDATIONS FOR PEDAGOGICAL PRAXIS

    Dirléia Fanfa Sarmento, Marcos Fagner de Almeida Marques, Gabriela Bieger Reyes, Sueli Schabbach Matos da Silva
    32-40
    DOI: https://doi.org/10.47247/movdoc.v3i.43

  • QUILOMBOLA VOICES AND PEDAGOGIES OF (RE)EXISTENCE BLACK WOMEN IN THE CONSTRUCTION OF AN ANCESTRAL AND SOCIAL JUSTICE EDUCATION

    Silvana Santos Bispo
    41-50
    DOI: https://doi.org/10.47247/movdoc.v3i.50

  • GRADUATE TRACKING MODEL IN TEACHER EDUCATION COMPARABILITY AND RELEVANCE

    Sandra Patricia García Ávila, Edelmira Ochoa Camacho, Daniel Alejandro Valderrama
    51-62
    DOI: https://doi.org/10.47247/movdoc.v3i.51

  • TEACHER EDUCATION AND INCLUSION AS A PRINCIPLE AND TRANSFORMATIVE PRACTICE

    Ludimila Ferreira Torres, Graziele Falcão Bueno Guimarães, Elizângela do Nascimento Cardoso Barbosa, Beatriz Hortência Cecon Novo Boeque, Josiléia Curty de Oliveira
    63-70
    DOI: https://doi.org/10.47247/movdoc.v3i.52

  • GENDER, SEXUALITY, AND IN-SERVICE TRAINING ETHICAL AND PEDAGOGICAL SHIFTS IN TEACHING PRACTICE

    Kelly Cristina Brantes
    78-86
    DOI: https://doi.org/10.47247/movdoc.v3i.56

Theoretical and Review Articles

  • TEACHER EDUCATION FOR SPECIALIZED EDUCATIONAL ASSISTANCE KNOWLEDGE, PRACTICES, AND CHALLENGES OF INCLUSION

    Ana Maria Cunha da Silva, Josiane Lopes Aguiar
    106-115
    DOI: https://doi.org/10.47247/movdoc.v3i.59

  • PRISON EDUCATION AS A PUBLIC POLICY LEGAL FRAMEWORK, CHALLENGES, AND POTENTIALITIES

    Alikson Nascimento de Azevedo, Carlos Alberto Vasconcelos
    137-145
    DOI: https://doi.org/10.47247/movdoc.v3i.62

Reports of Practices and Experiences

Short Stories, Chronicles, and Poems

  • DECAIMENTO

    John Lucas Alves Fernandes da Silva
    146
    DOI: https://doi.org/10.47247/movdoc.v3i.58