Vol. 15 No. 1 (2026): EDUCATION AND THE WRITING OF THE SELF: FOCUSES, SOURCES, SUBJECTS AND (IM)POSSIBLE APPROACHES

In recent years, qualitative research with a focus on narrative and (auto)biographical approaches has been examining and documenting a rich spectrum of voices from educators and students, educational, urban and rural communities as well as several other actors in Basic, Professional and Technological Education, Higher Education and non-school spaces. The result is often a reconstitution of professional development, life stories, educator training, pedagogical practices and several other experiences related to formal education and/or outreach activities. This kind of research encompasses methodologies which may explore written, oral and/or audiovisual sources, including memos, diaries, letters, interviews, photographs, video recordings and personal documents, among others. These source materials allow for (auto)biographical and narrative approaches with a focus on relationships, experiences and events. In addition to discussing phenomena, relationships and feelings which arise in the classroom, these narratives may also reveal broader connections with social, economical, political, cultural and environmental contexts. Professional development, student learning, teaching strategies, performance assessment, educational curriculum, educator knowledge, social class, race and ethnicity, gender and sexuality, inclusion of people with disabilities and several other topics may assume sharp outlines when researched from an (auto)biographical perspective. Since this particular kind of research has become a current trend in Brazil and abroad, this issue aims at contributing to the (auto)biographical movement as it relates to multiple educational approaches.

Organizers: Prof. Carlos Ventura Fonseca (UFRGS), Prof. Aline Machado Dorneles (FURG) and Prof. Marlécio Maknamara da Silva Cunha (UFPB).

*Cover Art: Background imagem edited from fragment of the work Pedagogia do oprimido: (o manuscrito), by Paulo Freire (2018).