Revista psicologia da educação: Um estudo bibliométrico

• Autor(a) principal: Ribeiro, Marcos Paulo Meira Ribeiro
• Data de Publicação: 2023
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/38303
• topic: Periódico; Scientific production; Bibliometria; Specialized periodical; Revista Psicologia da Educação; Bibliometrics; Psicologia Escolar e Educacional; Educational Psychology Magazine; School and Educational Psychology; CNPQ::CIENCIAS HUMANAS

Over the last few decades, the growth and strengthening of scientific journals in Brazil are visible, highlighting the consolidation of the policy to encourage postgraduate programs, which act in the training of masters and doctors, and which consolidate academic activities in universities and the advancement of technology. In this scenario, there were changes in the logistics of scientific production in all areas of knowledge, including the dissemination of discussions and research results, with the emergence of electronic scientific journals. This study aims to obtain bibliometric metrics based on the analysis of scientific production in the area of School and Educational Psychology in the Revista Psicologia da Educação (PUC-SP). In dialogue with the assumptions of bibliometrics, in the process of gathering information, a search was carried out for all articles published electronically in the Journal from 2017 to 2021, observing the title, keywords, body of the text and references. After performing a partial reading of the articles, the following information was analyzed quantitatively and qualitatively: Qualis evaluation and the journal's editorial board; quantity of articles and institutional links of the authors and themes of the articles published in the Journal. Data analysis demonstrated the qualified presence of national and international members of the journal's editorial board, and a production in the Journal that encompassed 91 articles. The articles were related to 14 themes, with emphasis on “Social and Cultural Contexts in School Daily Life”, “Special and Inclusive Education”, and “Teaching Profession and Teacher Training”. Most of the articles are by authors from Brazilian public HEIs. The importance of the Journal in the area and the relevance of expanding publications and encouraging the journal's internationalization are highlighted. In our view, the development of similar studies in other periods and journals sounds fruitful, in order to identify the indexes of existing publications in the area, guiding the scientific development in the Psychology and Education interface.