BETWEEN METRICS AND MEANINGS:

THE CHALLENGES OF PUBLISHING EDUCATION JOURNALS

Abstract

This article critically examines the scientific journal editing process in Brazil, particularly in the field of Education, focusing on the uses and limitations of bibliometric indicators and the impact of the Qualis evaluation system. A qualitative, theoretical, and documentary approach is adopted, including a specialized literature review and a state-of-the-art survey on the SciELO database, selecting 13 articles directly addressing the topic. Drawing on authors such as Hicks et al. (2015), Packer et al. (2014), and Mugnaini et al. (2004), the authors argue that the intensive use of quantitative metrics neglects the epistemological, linguistic, and social specificities of the humanities. The results indicate that the pressure for internationalization, the lack of structured public policies, and the precarious nature of editorial work jeopardize the sustainability of national journals, especially those dedicated to critical education and local issues. The study concludes that more plural and context-sensitive evaluation policies are needed, recognizing the value of national journals and promoting ethical, democratic, and sustainable editorial practices.