About the Journal

Mission
The Journal for Pedagogical Innovation: Education, Teaching, Experiences, and Knowledge (RIPEDES) is an annual journal whose mission is to promote the dissemination of innovative practices and reflections in the field of Education, strengthening teacher training and the professional development of educators in their multiple dimensions — teaching, research, and extension.
 
History and Origin
RIPEDES, in its 2nd generation, emerges as a product of the Study and Research Group "Weaving Cognitive Learning Networks" (Grupo de Estudo e Pesquisa Tecendo Redes Cognitivas de Aprendizagem - G-TERCOA/CNPq/FACED/UFC). In its first phase, it was born within the scope of the Pedagogical Support and Monitoring Program (PAAP) of the Coordination of Innovation and Academic Development (COIDEA/UFC). Since then, it has consolidated itself as a space for the socialization of theoretical and practical perspectives on teacher training and pedagogical innovation.
 
Scope and Focus
The journal is intended for the publication of articles, experience reports, essays, and reviews that address themes related to teacher training, curriculum, assessment, teaching methodologies, educational theories, digital technologies, public policies, and teaching and learning processes. The dialogue between teaching, research, and extension is emphasized, valuing inter- and transdisciplinary practices that contribute to the development of innovative pedagogical competencies.
 
Target Audience
The target audience of RIPEDES includes Basic Education and Higher Education teachers, researchers in the educational field, school managers, and undergraduate and graduate students interested in transformative pedagogical practices.
 
Editorial Perspective
RIPEDES understands teacher training as a permanent process, constituted by phases ranging from the prior experiences of the university student to professional practice. The journal seeks to foster reading, research, and critical reflection, promoting the use of digital technologies, active methodologies, and disruptive strategies that expand the educator's role as a curator and designer of learning. By encouraging the rethinking of educational processes and the appreciation of teaching knowledge, RIPEDES reaffirms its commitment to the training of teachers capable of acting innovatively in the 21st century.