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Open research questions in Education Pedagogy and Practices

325 gap statements mined from Education Pedagogy and Practices papers in our 4.5M-paper local library, which holds 5,591 papers on the topic — drawn mostly from each paper's own stated research gap, future-work, challenge and limitation notes, and its abstract. The ones listed below are a selection still marked open; each names the study that raised it, with a DOI link where the paper has one.

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What the literature leaves open

  • One challenge is the persistence of technicist matrices in curricular policy. Another challenge is the need to develop critical analysis of curricular documents in teacher formation.

    O Documento Curricular Nacional Brasileiro na Formação de Professores de Física: como licenciandos interpretam competências e habilidades? · 2026 · DOI

  • Future research should investigate the impact of critical analysis of the BNCC on teacher practice. Further studies could explore the relationship between teacher formation and the development of competencies and skills.

    O Documento Curricular Nacional Brasileiro na Formação de Professores de Física: como licenciandos interpretam competências e habilidades? · 2026 · DOI

  • The study is limited to a single municipal school in Uruçuí-PI. The research design is qualitative and may not be generalizable to other contexts.

    INFÂNCIA CAPTURADA: PERFORMATIVIDADE, RACIONALIDADE ESCOLAR E CONTROLE DO TEMPO INFANTIL EM UM MUNICÍPIO DO SUL DO PIAUÍ · 2026 · DOI

  • The gap is the lack of understanding of how the expansion of school time affects children's experiences and the institutional control over their time. The study aims to fill this gap by analyzing the relationships between the expansion of school time, educational performativity policies, and the rationalization of children's time.

    INFÂNCIA CAPTURADA: PERFORMATIVIDADE, RACIONALIDADE ESCOLAR E CONTROLE DO TEMPO INFANTIL EM UM MUNICÍPIO DO SUL DO PIAUÍ · 2026 · DOI

  • The study identifies the need to advance a more accessible, flexible, and humane proposal for the inclusion of students with disabilities in public schools. The research seeks to identify the limitations, challenges, and possibilities of the process of constructing an inclusive curriculum.

    CURRÍCULO ADAPTADO OU CURRÍCULO INCLUDENTE? REFLEXÕES SOBRE PRÁTICAS PEDAGÓGICAS DIFERENCIADAS PARA ALUNOS COM DEFICIÊNCIA NAS ESCOLAS PÚBLICAS MUNICIPAIS · 2026 · DOI

  • The study is limited to two Early Childhood Education Centers. The research does not provide a comprehensive analysis of the policy's impact on student outcomes.

    Entre a política e a prática · 2026 · DOI

  • The research highlights the need for more studies on the social and cultural context of education.

    Entre a política e a prática · 2026 · DOI

  • The challenge is the lack of recognition of physical education in schools. The challenge is the marginalization of physical education in the school curriculum. The challenge is the need to promote the importance of physical education among teachers, administrators, and policymakers.

    ESMAECIMENTO IDENTITÁRIO E A INVISIBILIDADE DOCENTE NA EDUCAÇÃO FÍSICA ESCOLAR: REFLEXÕES NO CONTEXTO DA EDUCAÇÃO INFANTIL E NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL · 2026 · DOI

  • The gap is the lack of research on the phenomena of teacher invisibility and identity fading in physical education. The gap is the lack of recognition of physical education in schools.

    ESMAECIMENTO IDENTITÁRIO E A INVISIBILIDADE DOCENTE NA EDUCAÇÃO FÍSICA ESCOLAR: REFLEXÕES NO CONTEXTO DA EDUCAÇÃO INFANTIL E NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL · 2026 · DOI

  • The study highlights the need for further research on the decree's effects on quality and teacher training in distance education.

    IMPACTOS DO DECRETO Nº 12.456/2025 NA EDUCAÇÃO SUPERIOR BRASILEIRA: UMA REVISÃO SISTEMÁTICA DA LITERATURA SOBRE DEMOCRATIZAÇÃO, QUALIDADE E FORMAÇÃO DOCENTE EM EAD · 2026 · DOI

  • The research gap is the lack of understanding of how the supervised internship contributes to the construction of teacher identity. The study identifies a gap in the literature on the construction of teacher identity during the supervised internship.

    A CONSTRUÇÃO DA IDENTIDADE DOCENTE NO ESTÁGIO SUPERVISIONADO: UMA ANÁLISE ENTRE TEORIA E PRÁTICA NUMA IES NA CIDADE DE MANAUS · 2026 · DOI

  • The research highlights the need for more flexible and inclusive pedagogical practices.

    APROXIMAÇÕES E DISTANCIAMENTOS CURRICULARES DA EJA-EPT: UMA ANÁLISE DOS INSTITUTOS FEDERAIS DO ESTADO DO RIO GRANDE DO SUL · 2026 · DOI

  • The study highlights the need for more research on the influence of the curriculum on pedagogical practices.

    APROXIMAÇÕES E DISTANCIAMENTOS CURRICULARES DA EJA-EPT: UMA ANÁLISE DOS INSTITUTOS FEDERAIS DO ESTADO DO RIO GRANDE DO SUL · 2026 · DOI

  • The research highlights the need for a more comprehensive approach to incorporating the principle of work in the education of pedagogues.

    O TRABALHO COMO PRINCÍPIO EDUCATIVO NO CURSO DE PEDAGOGIA DO INSTITUTO FEDERAL DE BRASÍLIA · 2026 · DOI

  • Future research should focus on the development of theoretical references for collaborative work between the AEE professor and the regular education teacher. Further studies should analyze the impact of collaborative work on inclusive education.

    O PROFESSOR DO AEE NO TRABALHO COLABORATIVO AO PROFESSOR DO ENSINO REGULAR · 2026 · DOI

  • The study highlights the need for further research on the functions of the AEE professor in supporting pedagogical work.

    O PROFESSOR DO AEE NO TRABALHO COLABORATIVO AO PROFESSOR DO ENSINO REGULAR · 2026 · DOI

  • The lack of effective teacher training programs in preventing school violence. The need for a comprehensive curricular reform. The importance of incorporating socio-emotional skills in teacher training.

    VIOLENCIA ESCOLAR Y FORMACIÓN DOCENTE EN PARAGUAY: UN ANÁLISIS DESDE LA SOCIOLOGÍA DE LA EDUCACIÓN Y EL CASO DEL PROYECTO “CONVIVENCIA SANA ENTRE PARES” · 2026 · DOI

  • The resistance of institutions to changes, - The insufficient conditions for people with disabilities, - The need for a rupture with academic…

    O direito à educação inclusiva e a acessibilidade multíplice no Ensino Superior: a legislação brasileira e a perspectiva de Pierre Bourdieu · 2026 · DOI

  • The paper identifies a gap in the discussion of curriculum and its relevance - The paper highlights the need to debate the BNCC in the context…

    Das teorias, dos contextos e das políticas · 2026 · DOI

  • A falta de formação docente adequada é uma das principais barreiras para a efetivação da inclusão escolar. A formação docente é fundamental para superar práticas excludentes.

    A FALTA DE FORMAÇÃO DOCENTE COMO BARREIRA À INCLUSÃO: DESAFIOS E PERSPECTIVAS PARA UMA PRÁTICA PEDAGÓGICA INCLUSIVA NAS ESCOLAS · 2026 · DOI

  • The study acknowledges the gap between legal advancements and the reality of educational inclusion. It notes limitations in teacher training, school infrastructure, and the overcoming of attitudinal barriers.

    Da exclusão à inclusão: uma análise da evolução das políticas educacionais no Brasil · 2026 · DOI

  • Further studies on the effective implementation of inclusive education policies. Research into addressing the challenges of teacher training, infrastructure, and attitudinal barriers.

    Da exclusão à inclusão: uma análise da evolução das políticas educacionais no Brasil · 2026 · DOI

  • A educação brasileira ainda luta para superar práticas autoritárias e gerencialistas. A efetividade dos Conselhos Escolares ainda é dificultada pela centralização de decisões.

    Conselho escolar e democracia · 2026 · DOI

  • The tendency to restrict the curriculum to technical and decontextualized aspects of teaching competencies - The need for a more reflective and dialogical approach to teacher…

    FORMAÇÃO DOCENTE E PESQUISA EDUCACIONAL NO MÉXICO: EXPERIÊNCIAS COOPERATIVAS, CRÍTICAS E CRIATIVAS NA EDUCAÇÃO SUPERIOR · 2026 · DOI

  • The paper identifies a gap in the understanding of the historical relationships between the state and education. The study seeks to understand the impact of these relationships on the educational system.

    As relações de (des) equilíbrio entre estado e educação: um estudo sobre desigualdade e resistência ante o imperativo das relações socioeconômicas · 2026 · DOI

Most-cited papers in Education Pedagogy and Practices

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Open questions raised by papers listed on this page include: (1) Future research should investigate the impact of critical analysis of the BNCC on teacher practice (“O Documento Curricular Nacional Brasileiro na Formação de Professores de…”, 2026); (2) The gap is the lack of understanding of how the expansion of school time affects children's experiences and the institutional control over their time (“INFÂNCIA CAPTURADA: PERFORMATIVIDADE, RACIONALIDADE ESCOLAR E CONTROLE DO TEMPO…”, 2026); (3) The challenge is the lack of recognition of physical education in schools (“ESMAECIMENTO IDENTITÁRIO E A INVISIBILIDADE DOCENTE NA EDUCAÇÃO FÍSICA ESCOLAR:…”, 2026); (4) The research gap is the lack of understanding of how the supervised internship contributes to the construction of teacher identity (“A CONSTRUÇÃO DA IDENTIDADE DOCENTE NO ESTÁGIO SUPERVISIONADO: UMA ANÁLISE ENTRE…”, 2026); (5) Future research should focus on the development of theoretical references for collaborative work between the AEE professor and the regular education teacher (“O PROFESSOR DO AEE NO TRABALHO COLABORATIVO AO PROFESSOR DO ENSINO REGULAR”, 2026). 325 gap statements have been mined from Education Pedagogy and Practices papers in our 4.5M-paper local library, which holds 5,591 papers on the topic; the gaps come from whichever of those papers state one. They are mostly the research gaps the authors state and the papers' abstracts, plus future-work, limitations and challenges passages. The ones listed below are a selection still marked open; each names the study that raised it, with a DOI link where the paper has one, so you can read the original claim in context.

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