Espaço Pedagógico

About Espaço Pedagógico

Espaço Pedagógico — A Full Profile

Espaço Pedagógico — in full, Revista Espaço Pedagógico — is a Brazilian education journal published by the Universidade de Passo Fundo (UPF), in Passo Fundo, Rio Grande do Sul. The JournalsWorld record for this title carries print ISSN 0104-7469 and online ISSN 2238-0302, and those identifiers match the journal's records in the Directory of Open Access Journals (DOAJ) and in the ISSN Portal exactly: DOAJ lists 0104-7469 as print and 2238-0302 as online, and the ISSN Portal record for the online edition gives the linking ISSN (ISSN-L) as 0104-7469, the title proper as Espaço Pedagógico, the variant title as Revista Espaço Pedagógico, publication from 1994, and the earliest publisher as the university's Faculty of Education and its Graduate Programme in Education. That three-way agreement — JournalsWorld, DOAJ and the ISSN Portal — fixes the identity of the journal beyond reasonable doubt, which matters because “pedagogical space” is a generic phrase in Portuguese and Spanish education writing and many unrelated articles, books and journals use similar words.

The journal's own web presence is the UPF journal portal at ojs.upf.br, under the journal code “rep” — the initials of Revista Espaço Pedagógico. Its DOI prefix is 10.5335, with article DOIs in the form 10.5335/rep.v33…, a pattern visible in the recent articles matched to this record by Crossref on its JournalsWorld page: volume 33 articles dated through 2026, on subjects ranging from digital education and TikTok to science fairs, inclusion and decolonial teacher education. A journal that began in 1994 and is publishing volume 33 in 2026 has a simple, checkable arithmetic behind it — one volume a year for more than three decades — and that continuity, in a field where many titles fold after a few years, is itself a significant fact about the institution behind it.

Quick Facts

No Journal Impact Factor, CiteScore or SJR value is asserted for this journal in this profile, because no such value could be verified from a primary metric source for the ISSN pair 0104-7469 / 2238-0302 during preparation. Brazilian education journals are commonly evaluated through Brazil's own Qualis/CAPES journal classification, which is a different system from the international citation metrics, and any Qualis stratum is period-specific and area-specific; authors who need a current classification should consult the official Sucupira platform for the evaluation area and quadrennium that applies to them, rather than relying on a figure quoted without a period on a third-party page.

The Publisher: Universidade de Passo Fundo and Its Education Faculty

The Universidade de Passo Fundo is a long-established university in the north of Rio Grande do Sul, serving Passo Fundo and a wide surrounding region for which it is the principal centre of higher education, teacher training and graduate study. Within the university, this journal belongs to the world of the Faculty of Education and the Graduate Programme in Education (Programa de Pós-Graduação em Educação) — the unit named in the ISSN record as the journal's earliest publisher. That home explains the journal's character. A graduate programme in education must, by the logic of Brazilian postgraduate evaluation, sustain research groups, supervise dissertations and theses, and show its intellectual production in print. A journal edited from within that programme is both an outlet for that production and a service to the wider field: it creates a reviewed venue in which education researchers — at UPF and, as its author lists show, at institutions across Brazil and in other Portuguese- and Spanish-speaking countries — can address one another.

The journal is therefore best read as a university scholarly journal in the classic Latin American mould: institutionally published, free to read and free to publish in, edited by academics as part of their scholarly service, and preserved through Brazil's national journal infrastructure — in this case the Cariniana preservation network recorded in DOAJ, a Brazilian distributed digital preservation system for electronic journals. None of that makes it a minor venue. In Brazilian education research, the university journals collectively carry a large share of the field's serious scholarship, particularly scholarship written in Portuguese, about Brazilian schools, Brazilian policy and Brazilian teacher education — subjects that international commercial journals, working mainly in English and for other school systems, cover thinly.

History and Development

The ISSN Portal dates the journal from 1994, beginning with volume 1, number 1, and records its status as published. DOAJ records that it began publishing in open access in 2004 — a decade after its founding, and early by the standards of the international open access movement, which was still young in 2004. That early move online is part of a wider Brazilian story: Brazil built national open access journal infrastructure earlier and more thoroughly than most countries, through university journal portals, the SEER/OJS journal management system derived from Open Journal Systems, and national preservation and evaluation systems. Espaço Pedagógico is a product of that infrastructure, and its survival from a print-era faculty journal of the 1990s into a DOI-registered, Crossref-indexed online journal of the 2020s traces the same path that Brazilian scholarly publishing as a whole has travelled.

The published record also shows how the journal's format has evolved. The ISSN record describes a semiannual frequency, reflecting its print-era pattern. Recent volumes present as a single annual volume — volume 28 in 2021, volume 31 in 2024, volume 33 in 2026 in the Crossref-matched record — with articles published across the year, carrying the journal's current article numbering and licensing statement. Readers should therefore not be surprised to find an older citation in the form “v. 26, n. 3, set./dez. 2019” and a newer one in the form “v. 31, e15665, 2024”: both are this journal, at different stages of the general Brazilian shift from multiple numbered issues toward continuous publication within an annual volume. The licensing statement printed on recent articles — a Creative Commons Attribution-NonCommercial-NoDerivatives licence — matches the CC BY-NC-ND licence recorded in DOAJ.

Thematic dossiers have been a recurring organising device. The presentation texts of individual numbers show the editors framing issues around a central theme — education and language in one period, social justice and education in another, education and postgraduate study in another, higher education and the Bologna process in another — while also carrying articles received in continuous flow on the wider range of educational topics. That combination, a curated dossier plus open-flow articles, is a deliberate editorial strategy: the dossier gives an issue coherence and invites leading voices on a chosen question, while the continuous flow keeps the journal open to the field as a whole rather than only to those working on the editors' chosen theme.

Scope: Education, Educational Processes and Educational Policies

DOAJ's keywords for the journal — education, educational processes, educational policies — are a compact and accurate map of its territory, and its Library of Congress subject mapping places it under Education (General) and Special aspects of education. Within that territory, the journal's own presentation texts and its recent article record show recurring concentrations that an author can use to judge fit.

Teaching, schooling and pedagogical practice

The journal's title announces its first concern: the pedagogical itself — what happens in teaching and learning, and how it should be understood. Recent Crossref-matched articles include work on transversal themes in basic education, on mother-tongue influence in oral production of English as a second language, on teaching practice with eco-notebooks, on metacognition, on science communication in itinerant science practices and on science fairs as a tool for scientific dissemination. These are studies of concrete educational practice, typically grounded in Brazilian schools and classrooms, and typically combining empirical material with a theoretical frame drawn from pedagogy, curriculum studies or the philosophy of education.

Teacher education and the teaching profession

Teacher formation is a second, persistent concentration, as would be expected from a journal housed in a graduate programme that trains teachers and education researchers. The recent record includes work on the racial theme and curricular fissures, read decolonially, in teacher education; on love and human rights in relations between school and families; and on conservative discourse about Paulo Freire — Brazil's most influential educational thinker, whose presence in this journal's pages, as subject and as theoretical reference, is entirely characteristic of Brazilian pedagogy. Historical issues of the journal likewise return repeatedly to the teacher: the spaces and times of research on teachers, the formation of the basic-education teacher, and the changing conditions of teaching work.

Educational policy, higher education and social justice

A third concentration is policy and the larger structures of education: the “new secondary education” reform in Brazil under the Lula government in a recent article; secondary education “between voices and silencings” in another; digital education through social media platforms in another; and, in earlier dossiers, social justice, democracy and education, and the expansion and reform of higher education including the influence of the Bologna process on Brazilian debates. Work in this strand tends to be analytical and critical, situating a policy or reform in its political and historical context rather than merely describing its implementation.

Language, inclusion and culture

Finally, the journal regularly carries work on language and education, on inclusion — a recent article is simply titled “Dialogues on inclusion” — on sexuality and gender education through open educational resources, on cinema and knowledge communication, and on curriculum as multiplicity. The breadth is real, but it is the breadth of a single field, education, seen from its theoretical, historical, political and practical sides at once. A manuscript that belongs to another discipline and mentions schools only in passing will not fit; a manuscript that takes an educational process, an educational policy or an educational practice as its genuine object, and treats it with scholarly method, very likely will.

Editorial Process, Peer Review and Ethics

DOAJ-derived listings for this journal record double anonymous peer review — neither authors nor reviewers know one another's identities — and DOAJ itself records that the journal checks submissions for plagiarism and gives an average of about twenty weeks from submission to publication. Authors should treat the twenty-week figure as an average across the journal's flow, not as a deadline the editors have promised an individual manuscript: dossier articles, articles needing major revision, and articles in areas where reviewers are scarce will move at different speeds, and the honest way to plan is to allow for revision time on top of the average.

Submissions are made through the journal's page on the UPF journal portal, which runs on the Open Journal Systems family of software that Brazilian universities know as SEER. That system carries the whole editorial workflow — submission, review, revision, copyediting and publication — and generates the article's permanent record, including its DOI in the 10.5335/rep series. Manuscripts are accepted in Portuguese according to the DOAJ record; the journal's author base and citation practice are nonetheless international within the Lusophone and Hispanophone world, and its presentation texts note contributors from Argentina, Mexico and Portugal alongside Brazilian institutions — a reminder that “Portuguese-language journal” describes its medium, not a restriction of its scholarly community to one state, let alone to one university.

Research ethics follow Brazilian norms for research involving human beings. Education research frequently involves interviews, classroom observation, questionnaires and work with minors, and Brazilian journals applying national research-ethics resolutions expect approval by a research ethics committee where the research design requires it, informed consent from participants (and, for minors, the appropriate guardian consent and assent), and protection of participants' identities in publication. Authors submitting from outside Brazil should document their own institution's approval in a form the editors can recognise, and should be ready to explain it. As in any peer-reviewed journal, simultaneous submission to another journal, plagiarism, and undisclosed republication are grounds for rejection.

Open Access, Licensing, Fees and Preservation

The journal's open access terms, as recorded in DOAJ, are: open access publishing since 2004; a CC BY-NC-ND licence; the author retaining unrestricted copyright and publishing rights; no publication fees; and digital preservation of articles in the Cariniana Network. Each element deserves a sentence, because together they define what readers and authors may actually do. CC BY-NC-ND allows readers to copy and redistribute the work in any medium for non-commercial purposes, with attribution, but does not allow distribution of adapted or remixed versions — it is the most protective of the standard Creative Commons licences, chosen by many Brazilian humanities and education journals that want free reading without derivative reuse. Author retention of unrestricted copyright, as DOAJ records it, means the author is not signing their rights away to publish here. The absence of fees means neither readers nor authors pay: the university carries the cost as part of its scholarly mission. And Cariniana preservation means the archive does not depend solely on one web server in Passo Fundo — copies are held within a national preservation network designed to keep Brazilian electronic journals available over the long term.

One practical consequence follows for reuse: a teacher who wants to share an article from this journal with a class, non-commercially and with attribution, is acting within the licence; a publisher who wants to translate or adapt an article into another product needs permission beyond the licence, because the NoDerivatives term reserves that. Readers should always check the licence statement printed on the individual article, which is the authoritative statement for that article.

Discoverability and Evaluation

The journal's verified discoverability anchors are DOAJ, the ISSN Portal, Crossref — whose records feed the recent-articles display on this JournalsWorld page, complete with DOIs, volume 33 numbering and 2026 dates — and the Brazilian scholarly infrastructure in which UPF journals participate. Its articles are cited in the form “Revista Espaço Pedagógico, Passo Fundo, v. …, 2024” with the journal's online address at the UPF portal, a citation pattern that makes its output findable in the reference lists of the wider Brazilian education literature, including in SciELO-hosted journals that cite it.

On evaluation, this profile is deliberately conservative. Brazilian postgraduate education research is evaluated substantially through national instruments, above all the CAPES/Qualis classification applied on the Sucupira platform, and a journal's stratum can differ between evaluation areas and between periods. No Qualis stratum, impact factor, CiteScore or SJR value is stated here, because none was verified from the issuing source for a specified area and period during preparation. An author whose promotion or programme evaluation depends on classification should check the current official classification for their own area before submitting — that check takes minutes on the official platform and is the only version of the answer that an evaluation committee will accept.

Who Should Read and Submit

Readers who will benefit most include education researchers working on Brazilian and Latin American schooling; teacher educators and postgraduate students in education, for whom the journal models the genres of the field in Portuguese — the theoretical essay, the empirically grounded study of practice, the policy analysis and the review; school leaders and policy readers interested in how reforms such as the new secondary education are being analysed while they are still contested; and international researchers on comparative education who read Portuguese or Spanish and who need primary scholarly sources that English-language databases under-represent.

Authors who fit best are those with a genuine educational object of study, a clear theoretical or empirical contribution, and a manuscript prepared in Portuguese to the journal's author guidelines. Authors whose work is a purely technical study from another field, whose manuscript is in a language the journal does not accept, or who need a guaranteed decision faster than a twenty-week average flow can offer, should consider whether another venue serves them better — and should say so to themselves before, not after, submission.

Practical Guidance for Authors

Begin on the journal's own portal page at UPF, read its current focus, scope and author guidelines there — the portal page, not any aggregator, is authoritative — and check recent volumes for the kind of article the journal is actually publishing now, including whether a thematic dossier is open that matches your topic. Prepare the manuscript for anonymous review, follow the journal's formatting and referencing instructions exactly, and write the abstract and keywords as carefully as the body: in a journal discovered largely through databases and search, the abstract is the article's public face. Document ethics approval for human research, declare any conflict of interest, and do not submit the same manuscript elsewhere while it is under consideration. If your institution requires a particular journal classification, verify it officially first. And after publication, deposit and link the article with its DOI — 10.5335/rep plus its suffix — rather than circulating an unidentifiable PDF, so that citations accrue to the version of record.

Frequently Asked Questions

Is Espaço Pedagógico the same journal as Revista Espaço Pedagógico?

Yes. The ISSN Portal gives Espaço Pedagógico as the title proper and Revista Espaço Pedagógico as a variant title, under print ISSN 0104-7469 and online ISSN 2238-0302. Citations use both forms; they are one journal, published by the Universidade de Passo Fundo.

Does the journal charge to publish or to read?

No. DOAJ records no publication fees for authors, and the journal has been open access since 2004, so readers pay nothing either. Its licence is CC BY-NC-ND.

What language should a manuscript be in?

DOAJ records manuscripts accepted in Portuguese. Its scholarly community includes authors from across Brazil and from other Portuguese- and Spanish-speaking countries, but the language of submission recorded for the journal is Portuguese.

How long does publication take?

DOAJ gives an average of about twenty weeks from submission to publication. Individual manuscripts vary with review and revision, so treat the figure as an average, not a guarantee.

When was the journal founded, and is it still active?

The ISSN record dates it from volume 1, number 1 in 1994. It is active: Crossref records matched to its ISSN show volume 33 articles published through 2026, including work on digital education, inclusion, science fairs and teacher education.

Does the journal have an impact factor or a Qualis rating?

None is stated in this profile, because none could be verified from the issuing source for a specified area and period during preparation. For Qualis, consult the official Sucupira platform for your evaluation area and period; for citation metrics, verify by ISSN in the provider's own title list.

Summary

Espaço Pedagógico (print ISSN 0104-7469, online ISSN 2238-0302) is the Universidade de Passo Fundo's education journal, published from Passo Fundo, Brazil since 1994, open access since 2004, free to authors and readers, double-anonymously reviewed, preserved in the Cariniana Network and licensed CC BY-NC-ND with authors retaining their rights. Its territory — education, educational processes and educational policies — is worked through dossiers and continuous-flow articles on teaching practice, teacher education, policy and reform, language, inclusion and culture, in Portuguese, for a Brazilian and wider Lusophone and Hispanophone scholarly community. Three decades after its founding, volume 33 shows a journal still doing, in 2026, the job it was founded to do.