Papeles

About the Journal

Papeles accepts submissions on a rolling basis throughout the year. We invite the academic community to submit their contributions at any time.

The special issue “Relevant Educational Experiences from a Latin American Perspective” is now open.

Journal of the Faculty of Education, Universidad Antonio Nariño, Bogotá, Colombia.

PAPELES is an open-access scientific journal, edited and funded by Universidad Antonio Nariño, published under a continuous publication model with two issues per year, in both digital and print formats. It addresses issues in the educational field across all levels of training, with disciplinary and methodological approaches that may be qualitative, quantitative, or mixed. The journal focuses on teaching and learning in all areas of knowledge and includes topics such as teacher training, assessment, curriculum, didactics, epistemology, teaching conceptions, inclusive education, general education, teaching, and educational innovations. Submissions must be original, unpublished, and not under consideration by other journals. Articles may fall under the categories of research papers or review articles. The journal uses a double-blind peer review process and does not charge authors at any stage of the evaluation or publication process.

The rejection rate for 2024 was 51%.

Indexed by: Redalyc, DOAJ, CARHUS PLUS, EUROPUB, REDIB, REBIUN, ERIH PLUS, ROAD, IRESIE, EBSCO (Education Source, Fuente Académica Plus), Latindex, Dialnet, MIAR, OAJI, SCILIT, Semantic Scholar, Ulrich Web, World Cat.

Audience: Teachers, trainee teachers, researchers, psychologists, philosophers, sociologists, anthropologists, and other professionals related to the education field, national or international.

Classification of scientific areas according to Organization for Economic Cooperation and Development (OECD):

Main area of knowledge: Social Sciences

Area: Education Sciences

Current Issue

Vol. 17 No. 34 (2025): Papeles, Vol. 17 Núm. 34 (Julio-Diciembre, 2025) Experiencias Relevantes en Educación desde la Perspectiva Latinoamericana

Although Latin America is home to nearly 8% of the world’s population, only 1.7% of the academic knowledge produced about the region originates within it. This suggests a loss of valuable cultural perspectives (Mu & Pereyra-Rojas, 2015). Nevertheless, there has been a significant increase in academic publications in recent decades, highlighted by the growing participation of Latin American researchers in the field of education (Guzmán-Valenzuela & Gómez, 2019), in which literature report that the main topics addressed are learning, teacher training, teaching strategies, and curriculum (Torrecilla & Garrido, 2019). On the other hand, it has been reported that there is a lack of collaboration among researchers, as evidenced by the higher volume of collaborative work between Latin American and non-Latin American authors compared to collaboration among Latin American researchers (Medina-Jerez, 2018). Given these phenomena, it is undeniable that researchers who have worked on research processes from a Latin American perspective have much to offer to the academic community in the field of education. For this reason, Papeles, in collaboration with researchers from various universities in Spain and Latin America, has decided to open a special issue titled “Relevant Educational Experiences from a Latin American Perspective.” In this issue, we aim to capture experiences that have had a positive impact in the educational field and that could serve as a reference for other regions of the world. Therefore, themes such as learning strategies, the role of technology, inclusive education, social education, and education in human rights will be the main areas of focus in this issue.

References

Guzmán-Valenzuela, C., & Gómez, C. (2019). Advancing a knowledge ecology: Changing patterns of higher education studies in Latin America. Higher Education, 77, 115-133.

Medina-Jerez, W. (2018). Science education research trends in Latin America. International Journal of Science and Mathematics Education, 16, 465-485.

Mu, E., & Pereyra-Rojas, M. (2015). Impact on society versus impact on knowledge: Why Latin American scholars do not participate in Latin American studies. Latin American Research Review, 50(2), 216-238.

Torrecilla, F. J. M., & Garrido, C. M. (2019). Una mirada a la investigación educativa en América Latina a partir de sus artículos. REICE: Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 17(2), 5-25.

Published: 2025-07-25