Discimus: proyecto editorial público

Knowledge, as a common good, must be accessible, shared, and collectively constructed in order to contribute to the transformation of social, cultural, and educational realities. When commodified, it loses its emancipatory potential and becomes subject to exclusionary logics that privilege those who can afford to produce or access it. Defending knowledge as a public good therefore entails challenging both economic and symbolic barriers that hinder its free circulation, particularly in educational contexts where its appropriation is essential for human and community development.

In recent decades, various editorial practices have consolidated a profit-driven model in which many academic journals charge fees for publication, and scholarly prestige is subordinated to quantitative metrics, impact indexes, and rankings. These dynamics have created a hierarchical structure that tends to concentrate scientific visibility in a few spaces controlled by platforms that have adopted the label “databases,” thus monopolizing the legitimation of knowledge. This scenario has generated significant tensions with the principles of open access and with the epistemic plurality that should characterize educational research.

In response to this context, Discimus positions itself as an editorial space dedicated to the dissemination of school-based, critical, and contextually grounded knowledge. It aims to promote a more equitable and open circulation of academic work, one that is committed to contemporary pedagogical debates while resisting editorial logics that prioritize market interests over the formative and social role of scientific production. The journal emerges from within public schools and is driven by teachers whose everyday practices contribute to the construction of a public and transformative science.