2025: Reimagining Education and School: Possible Futures

The Chilean Journal of Pedagogy (2452-5855) is an annual publication pluralistic space for the dissemination and exchange of scientific knowledge, aimed at both the academic and professional fields of education. Its focus is on understanding pedagogical processes and the relationships and interactions among the subjects involved in them, with the purpose of contributing to the development of public education, culture, and society. It has a broad scope, welcoming contributions from diverse approaches and methodologies that meet scientific rigor criteria, prioritizing those that constitute a contribution to the development of the pedagogical field through research offering various angles of understanding and critical approaches. Contributions are accepted from national, Latin American, and international contexts, covering a wide range of themes, including research on teacher training at various levels and modalities, educational policy, didactics, curriculum, educational assessment, history and philosophy of education, theories of learning and education, and sociology of education, as well as contributions from other disciplines with transdisciplinary and intercultural perspectives, as long as they are framed within the understanding of pedagogy. The journal accepts original scientific contributions in Spanish, Portuguese, and English. Texts will undergo a double-blind peer review process.

Editorial Team

Editor

Dr. Adrián Baeza A.

Editorial Board

Dr. Roberto Arias Arce, DEP

Dra. Ana Moncada Arce, DEP.

Scientific Comitee

Marco A. Alarcón Silva, Universidad Metropolitana de Ciencias de la Educación, Chile.

Rodolfo Bächler Silva, Universidad Mayor, Chile.

Graciela Badilla, Universidad Católica de la Santísima Concepción, Chile.

Donatila Ferrada, Universidad Católica del Maule, Chile.

María Amelia Franco, Universidad Católica de Santos, Brasil.

Eduardo Gomes Onofre, Universidade Estadual da Paraíba, Brasil.

Fernando Hernández Hernández, Universidad de Barcelona, España.

Silvia Lucchini, Universidad Católica de Lovaina, Bélgica.

Fabio Moraga Valle, Universidad Nacional Autónoma de México, México.

Grace Morales Ibarra, Pontificia Universidad Católica de Valparaíso, Chile.

Cristiane Maria Nepomuceno, Universidade Estadual da Paraíba, Brasil.

Aldo Olate, Universidad de La Frontera, Chile.

Alex Pavié Nova, Universidad de Los Lagos, Chile. Maria Lúcia Pessoa Sampaio, Universidade do Estado do Rio Grande do Norte, Brasil.

Selma G. Pimenta, Universidad de Sao Paulo, Brasil.

Marcelo Pustilnik de Almeida Vieira, Universidade Federal de Santa María, Brasil

Verónica Romo, Universidad Central de Chile, Chile.

Juana María Sancho Gil, Universidad de Barcelona, España.

Maria Lúcia Pessoa Sampaio, Universidade do Estado do Rio Grande do Norte, Brasil.

Asistencia Editorial:

Juan Pablo Sutherland - Unidad de Revistas, Dirección de Investigación, Facultad de Filosofia y Humanidades.

Text Edition

Elena Águila

2020 -2022 Graciela Reyes Hernández.

2019 Matías Marambio de la Fuente

Layout and Design

Marjorie Dotte.

2020 - Daniel Blanco Pantoja.

2019 Elenita Fuenzalida, graficanimada.cl

Revista Chilena de Pedagogía
Facultad de Filosofía y Humanidades
Universidad de Chile

DATOS DE INVESTIGACIÓN

Dirección de Servicios de Información y Bibliotecas (SISIB)

Autonomy through games: an interdisciplinary proposal in primary education

Transformation of pedagogical practices through the incorporation of innovative learning experiences.

The disarticulation between communication-creation-subject as an anthropological mutation in our contemporary classrooms

Transition from Early Childhood Education to Primary Education, when children go through, families do too

Standards of the teaching profession and professional knowledge of the future Biology teacher

La Evaluación sin calificación de 6° a 8° básico: Reflexiones sobre el valor de la práctica pedagógica.

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