THE TECHNICAL AND POLITICAL DIMENSIONS OF EDITORIAL PRACTICES IN EDUCATION JOURNALS: BEYOND THE NORMS

Abstract

The article that motivates this review is part of this context and was originally submitted to Educação em Revista. After the peer review, the opinions were shared with the authors, who, mediated by the editorial team, took part in an online meeting to discuss the evaluators' contributions. This experience, in line with the principles of Open Science, reinforced transparency and dialog in the publication process. Subsequently, we had the opportunity to write this text, which is the result of this collaborative process, also considered by Mendonça (2023, p. 4) to be “[...] productive and formative for the authors, who, with this publication, have the opportunity to see their text read and commented on, which greatly expands the dissemination and debate around their ideas”.
As such, this review dialogues in particular with the article Editorial policies: an investigation of journals in the field of Education through documentary analysis, by Matheus Ganiko-Dutra, Kevin Luis Lopes-Delphino and Caio Augusto Martins Furtado (2024), which will be discussed in detail below. The fact that the study deals precisely with editorial policies and is presented along the lines of Open Science adds a relevant layer to our work as editors of a journal that is also in the field of education, making the reflection even more challenging, given that “[...] the processes involved in the life of a journal (e.g. submission, evaluation, editing of scientific articles) are usually inaccessible to most authors and even to referees and editors” (Mendonça, 2023, p. 1).