Submissions
Submission Preparation Checklist
As part of the submission process, authors are required to check off their submission's compliance with all of the following items, and submissions may be returned to authors that do not adhere to these guidelines.- the published text will include the author's e-mail address.
- ensure the originality of the submission, i.e., the work cannot have been previously published and/or be simultaneously submitted to another journal; to this end, it is important that you fill out the document with the declaration of originality, duly signed, and attach it digitally to the system. for this action, please repeat the same procedure that you used to upload the article submitted for evaluation.
- make sure that the submitted file is in microsoft word format without the authors' identification, and that it follows the submission template for the structure of the submitted text, available in the journal's horizontal bar. it is mandatory to use the format indicated by the journal's editorial board.
- check whether abbreviated citations in the body of the text and in footnotes (author, year of publication and, when applicable, page) are complete in the references at the end of the text, according to abnt or apa standards (depending on whether you have chosen one or the other). all references in electronic format (journals, e-books, digital theses and dissertations) must correctly indicate the complete url at the end of the reference. urls that are too long should be shortened using: https://bitly.com/
- make sure you are using standardized keywords according to the following thesauri: information science thesaurus (ibict); unesco thesaurus or eric thesaurus. failure to include standardized keywords will give direct authorization for the journal editors to include new standardized terms (the number of keywords must be between 3 (three) and 5 (five) terms)
- make sure that the registration has been completed to present the orcid id.
- make sure that the mandatory submission form is completed and sent in.
dossier "minor tone variations around childhood, psychology, and education"
this dossier aims to map practices and thoughts that challenge the dominant models of educational psychology—those that have historically operated according to logics of normalization, measurement, and hierarchization of knowledge, bodies, and childhoods. inspired by the concept of “minor tone” proposed by deleuze and guattari, we seek to question educational psychology as a field of production of subjectivities, interrogations, and resistances, opening space for ways of thinking, feeling, and acting that escape the captures of technical-instrumental rationality and the modern school apparatus.
rather than rejecting psychology as an ally of education, this dossier asks: what kind of psychology is possible when education and teacher training are thought from the outside? what educational and psychological practices emerge when we listen to the murmur of lines of flight and embrace the power of difference, of childhood, of language before language? how can we conceive of an educational psychology that works with the margins, with errant gestures, with the common that is yet to come?
we call for contributions that engage with the works of gilles deleuze and félix guattari—especially with the ideas of schizoanalysis, maps, deterritorializations, becoming-child, and minoritarianism—and that allow themselves to be influenced by michel foucault’s genealogical critique of the modern psychological subject and its governmental technologies. we are also interested in the legacy of fernand deligny, whose experimentation with non-verbal children radically questions the communicational, therapeutic, and educational foundations of psychology.
contributions may address, among other topics:
experiences and narratives of minor psychologies in teacher education, school, or institutional daily life;
cartographies of clinical, educational, audiovisual, and artistic practices in general that displace hegemonic knowledge in psychology;
critiques of the normalization of childhood and forms of school-based subjectivation;
dialogues with psychologies and philosophies of difference, childhood, and care;
micropolitical potentials of play, listening, attention, and gesture;
decolonial/anti-colonial and feminist perspectives that rethink the foundations of educational psychology;
research approaches that escape the representational paradigm of psychological science and the rationalization of subjectivities in educational policies.
texts in portuguese, spanish, french, or english will be accepted. we welcome scientific articles, essays, experience reports, interviews, and experimental propositions. all submissions will undergo double-blind peer review.
submission deadline: november 2025.
expected publication: 1st semester 2026.
guidelines for authors: https://www.e-publicacoes.uerj.br/index.php/childhood/about/submissions#authorguidelines
dossier organization: tiago almeida, fernanda omelczuk, luciano bedin da costa, rodrigo lages e silva, rosimeri de oliveira dias, césar leite.
dossier: philosophy with children and critical posthumanism: rethinking child(hood) and human subjectivity
Philosophy with children (P4C) positions children as capable of philosophical thought. Childhood has become a site for the radical democratisation of academic philosophy and a reconstruction of education (Lipman et al., 1977). However, there are (sometimes subtle) differences between P4C proponents about their views of child(hood), with some strong voices resisting efforts to include children in the rational world of adults, or to use adult philosophy as the norm for what counts as ‘real’ philosophy (see, e.g., Haynes, Murris, Kennedy, Kohan, Stanley and Lyle). In addition to profoundly questioning developmental notions of childhood (Matthews, 1996), scholars have brought other interdisciplinary fields into rich conversation with P4C, highlighting its embedded political dimensions, such as gender studies, child studies, critical race theory and decolonial scholarship (see, e.g., childhood & philosophy, v.22 (2026): https://www.e-publicacoes.uerj.br/childhood/issue/view/3506). This Special Issue takes these critical enquiries into a different direction by bringing posthumanist perspectives into dialogue with P4C. In a sense, P4C is a living organism that absorbs the theoretical approaches of practitioners engaging with it: Vygotskyan, American pragmatist, phenomenological, postmodern and poststructuralist theories have profoundly influenced it (Rollins Gregory et al., 2017). They have shaped and continue to shape how core concepts such as thinking, community, democracy, agency, causality, voice and inclusion arise and take root in P4C. In contrast, posthumanism works with a different ontology. The difference the ontological (re-)turn makes for P4C, both theoretically and practically, is what this Special Issue aims to explore.
Copyright Notice
copyright for each article published in childhood & philosophy belongs to its author(s). childhood & philosophy has the right of first publication. permission to reprint any article that appears in childhood & philosophy MUST be obtained in writing from the author(s). in addition to any form of acknowledgement required by the author(s), the following notice must be added to the statement of copyright permission made in the reprint (with the appropriate numbers replacing the ellipses): [Article Title] was originally published in childhood & philosophy, volume ..., number ..., pp. ...-...
