CALL FOR PAPERS FOR THE THEMATIC DOSSIER - Geographies of Education: broadening interfaces and deepening approaches

08/22/2026

In recent decades, Geography of Education has established itself as an emerging and promising field of investigation, bringing together research that analyzes the spatial dimension of educational phenomena across different scales, contexts, and theoretical perspectives. The growing number of dissertations, theses, scientific articles, research groups, and academic events dedicated to the subject highlights the vitality of a field that has been expanding its capacity to interpret the relationships between Geography and Education.

Education does not occur in a spatial vacuum, nor in a space indifferent to it. On the contrary, education, whether formal or informal, constitutes and is constituted by the geographic dimension of reality. Schools, universities, educational policies, student trajectories, processes of exclusion and inclusion, mobilities, inequalities, institutional networks, pedagogical practices, and formative experiences are produced by, conditioned by, and producers of spaces and spatialities. Understanding these processes contributes fundamentally to the advancement of scientific knowledge regarding educational issues and to the formulation of more just and territorially sensitive educational policies.

In this sense, this dossier has two main objectives. On one hand, this call is open to research that explicitly identifies with the Geography of Education. The aim is to strengthen distinct theoretical perspectives, conceptual proposals, and methodological frameworks that seek to understand educational phenomena based on the multiple relationships already present within the spaces of Geography of Education.

On the other hand, it aims to gather research that, starting from its geographical dimension, addresses educational phenomena without explicitly identifying as belonging to the field of Geography of Education. This applies to many studies conducted in graduate programs in Education, Geography, and related areas that mobilize categories such as territory, place, scale, network, mobility, spatiality, and territorial inequality to understand educational processes. The goal here is to broaden dialogues between these different research traditions, contributing to the investigation of education at the interface of this field.

Finally, we emphasize that this dossier is not intended for research dedicated to Geography Teaching that focuses solely on methodological aspects without articulating them with the territorial context in which the school is located. The interest here centers on the spatial analysis of educational phenomena across their various scales, contexts, and theoretical perspectives.

Articles addressing, among others, the following topics will be especially welcome:

  • Theoretical and Epistemological Foundations: Geography of Education: concepts, objects, and methodological pathways; History and constitution of the field of Geography of Education; Epistemologies, theoretical perspectives, and contemporary debates.

  • Space, Territory, and Educational Policies: Public educational policies and territorial inequalities; Territorial structures of educational supply; Segmentation and regionalization of educational offer; Federalism, entities, and educational scales; Education and spatial justice.

  • Access, Retention, and Educational Inequalities: Student mobility, displacements, and school trajectories; School exclusion and territorial vulnerabilities; Urban-rural inequalities in education; Education, race, gender, class, and space.

  • Territorialized Education: Rural Education (Educação do Campo), school closures, and public policies; Indigenous school education; Quilombola education; Education in riverside and extractivist territories; Territory, identity, and community education.

  • Educational Spaces and Territorialities: School space and the production of place; School territorialities; Relationships between school, community, and territory; Spatial experiences of students and teachers; Spatial aspects of Popular Education projects.

  • Cartography, Geotechnologies, and Education: Cartographies of school and education; Social cartography of educational territories; Cartographies of teacher education; Languages in representing the geographies of education.

  • Teacher Training and Geography Teaching: Spatialities of initial and continuing teacher education; Curriculum, territory, and Geography teaching.

  • Higher Education, Science, and Knowledge Production: Geographies of Higher Education; University expansion and interiorization; Academic networks and circulation of knowledge; Internationalization of education and spatial inequalities.

Thus, we invite researchers to share their investigations and reflections. In particular, we encourage submissions that engage with geographical categories such as territory, space, place, landscape, scale, region, network, mobility, and spatiality to understand educational processes.

Proposers

  • Prof. Dr. Enio Serra – Holds a degree in Geography (Licentiate) from the State University of Rio de Janeiro (1989), a Master's in Education (2003) and a Ph.D. in Education (2008) from Fluminense Federal University, and completed Post-Doctoral research in Education and Training at the Université de Rouen-Normandie, France (2023-2024). He is an Associate Professor at the Faculty of Education at the Federal University of Rio de Janeiro (UFRJ), coordinator of the Laboratory of Research, Teaching, and Outreach in Youth and Adult Education (LIEJA) and the Study and Research Collective in Geography and Youth and Adult Education (GeoEJA). He is a faculty member of the Graduate Program in Education (UFRJ), the Graduate Program in Basic Education Teaching (UFRJ), and the Graduate Program in Geography Teaching (UERJ/ProfGeo Network). He has experience in the fields of Education and Geography, with an emphasis on Youth and Adult Education, Geography of Education, Geographic Education, and Popular Education.

  • Prof. Dr. Felipe Garcia Passos – Faculty member at the Federal Institute of Pará (IFPA) and the National Network Professional Master's Program in Geography Teaching (PROFGEO), UFPA/Ananindeua association. He holds a Bachelor's and Licentiate degree in Geography (2013), a Master's in Education (2017), and a Ph.D. in Human Geography (2026) from the University of São Paulo (USP). During his Ph.D., he completed a doctoral sandwich period at the University of Toronto (2023). He is currently Director of Geography and Education at the Belém chapter of the Association of Brazilian Geographers (AGB). He conducts research and outreach in educational public policies, geography teaching, and cartographic language.

  • Prof. Dr. Luiz Eugênio Pereira Carvalho – Holds a Licentiate degree in Geography (2000), a Master's in Geography (2004), and a Ph.D. in Geography (2011), all from the Federal University of Pernambuco. He is currently a professor in the Academic Unit of Geography at the Federal University of Campina Grande. Professor in the Graduate Program in Geography/UFPB (PPGG/UFPB) and the Professional Master's Network Program in Geography Teaching (PROFGEO). Leader of the Research and Study Group on Teaching, Environment, and City (GEMAC/UFCG).

Deadline for submission: November 30, 2026.

Accepted submission types: Scientific articles, book reviews, visualities, and readings – modalities normally accepted by the journal.

How to submit: Work must be submitted through the Revista Ensaios de Geografia platform (https://periodicos.uff.br/ensaios_posgeo). When submitting, please indicate to the editor that your submission is intended for the Dossier "Geographies of Education" (Dossiê Geografias da Educação).

How to submit on the OJS platform? Watch the video from the Udesc University Library: https://youtu.be/Pus_57HpwTU?si=DNqtPe3Xi0K_WgY2

Questions regarding the dossier? Contact dossiegeografiasdaeducacao@gmail.com with the subject line "Question - [brief summary of your question]".

Guidelines and Conditions – IMPORTANT!

We ask authors to strictly follow the Author Guidelines under the Submissions tab on the website prior to submission to avoid delays in the review workflow or rejection due to non-compliance with journal standards. Questions can be directed to the dedicated dossier email: dossiegeografiasdaeducacao@gmail.com.