Call for papers for the Thematic Edition"Education, Curriculum, and Empowerment in Contemporary Digital Culture: Pathways to Social Justice and Responsible Participation"
Thematic Edition v.24 (2026)
"Education, Curriculum, and Empowerment in Contemporary Digital Culture: Pathways to Social Justice and Responsible Participation"
CALL FOR PAPERS FOR THE EDITION v. 24 (2026)
The e-Curriculum Journal (ISSN: 1809-3876 – Qualis A1), an electronic quarterly publication, open access, maintained by the Postgraduate Program in Education: Curriculum, of the Pontifícia Universidade Católica de São Paulo (PUC-SP), opens the present call to researchers from the academic community who are invited to submit scientific articles for the Thematic Edition entitled "Education, Curriculum and Empowerment in Contemporary Digital Culture: Paths to Social Justice and Responsible Participation " to be published in edition v. 24 (2026): continuous flow.
Period of Submissions: from 1 April 2026 until 15 June 2026.
Languages: Portuguese, English, and Spanish.
Thematic Issue Invited Editors:
- Pedro Guilherme Rocha dos Reis (Universidade de Lisboa)
- Miriam Struchiner (Universidade Federal do Rio de Janeiro)
- Maria Elizabeth Bianconcini de Almeida (Pontifícia Universidade Federal de São Paulo)
Justification
The e-Curriculum journal, committed with the production and dissemination of critical scientific knowledge in the field of Education, invites researchers, teachers, trainers, and other professionals in the field to submit articles for the thematic issue dedicated to the relationships between curriculum, social transformation, and the empowerment of citizens to act in a world strongly marked by digital technologies.
In a context marked by persistent social inequalities, weakening democratic regimes, climate emergency, and intensification of digitalization processes, it becomes increasingly urgent to rethink the curriculum as a political, cultural, and pedagogical space for the formation of critical and participatory individuals committed to social justice.
This thematic issue aims to gather contributions that analyze, problematize, and propose curricular approaches oriented towards emancipation, equity, democratic participation, and transformative social intervention in contemporary digital culture, valuing dialogue between different forms of knowledge, the inclusion of diverse voices, and the articulation between school, university, and community.
From a critical and interdisciplinary perspective, this issue seeks to foster dialogue between theory, research, and educational practices that promote the empowerment of students and communities, valuing the curriculum as an instrument for building active, supportive, and sustainable citizenship. It departs from the understanding that the curriculum constitutes a field of symbolic, cultural, and political disputes, in which identities are produced, knowledge is legitimized, and forms of social participation are constructed. In this sense, the aim is to foster debate on educational practices that promote individual and collective empowerment, critical awareness, and an ethical commitment to social transformation.
This thematic issue aims to be a plural space for reflection, debate, and knowledge production on the role of the curriculum in building more just, democratic, and sustainable societies. It is hoped that the contributions gathered will strengthen the field of curriculum studies and inspire educational practices committed to social transformation and to the empowerment of citizens in a world strongly immersed in digital technologies.
We invite the academic and professional education community to actively participate in this initiative.
Objectives of the Thematic Issue
Considering the landscape of contemporary digital culture, this issue aims to:
- Critically analyze the role of the curriculum in promoting social transformation.
- Explore pedagogical and curricular practices geared towards empowerment and civic action.
- Discuss curriculum policies and their impact on equity, inclusion, and participation.
- Give visibility to innovative educational experiences committed to social justice.
- Contribute to deepening the theoretical and methodological aspects of curriculum studies from an emancipatory perspective.
Types of Contribution
The following will be accepted:
- Articles resulting from empirical research.
- Theoretical studies and critical essays.
- Systematic or integrative literature reviews.
- Analytical accounts of well-grounded educational experiences.
All texts must demonstrate scientific rigor, theoretical and/or empirical relevance, and a clear connection to the proposed theme.
Important Information
Texts may be submitted in Portuguese, Spanish, or English, and must comply with the standard cultural usage of each language as well as with the guidelines from the e-Curriculum Journal, available in https://revistas.pucsp.br/curriculum/about/submissions#authorGuidelines .
The manuscripts should:
- Be original and not under review by another journal.
- Respect the editorial guidelines of the e-Curriculum journal (formatting, length, structure, and references).
- Submissions must be made exclusively through the journal's electronic platform.
- Follow ethical standards for scientific research and publication.
Submissions will undergo a double-blind peer review process.
The complete guidelines are available at the journal's official website.
It will be selected between 12 (twelve) and 18 (eighteen) articles, ensuring international, institutional, regional, and thematic diversity.
Following to the journal, it stands out that:
a) The authors should submit only one single article, written individually or in partnership, to the thematic edition v.24 (2026), to be published in October 2026.
b) The publication guidelines for articles in this thematic edition do not supersede those of the journal, including with regard to the time interval, that is the minimum period that must observed to publish in a same academic journal.
The article submission should to be done in the e-Curriculum journal submission platform at http://revistas.pucsp.br/curriculum/about/submissions#authorGuidelines in section Thematic Edition v.24 (2026), between 1 April 2026 until 15 June 2026.
São Paulo, March 27, 2026.
Organizers of the dossier
