The research work and the exchange of network researchers has had significant growth in the last two decades, which shows how much the performance in collaboration network stands out in the international scientific scenario. The thematic dossier of the journal Studies in Higher Education, with the theme Research Universities: networking the knowledge economy, published in 2013, brought together studies that present the participation of collaborative networks and their impacts on research procedures, in theoretical dialogue, demonstrating the potential of this type of scientific intermediation. In general, universities are increasingly recognized for their ability to support and aggregate collaborative research networks. This ability to add scientific efforts leads into better international visibility and, consequently, there is an increase in the production of significant knowledge for the participating countries of each network, strengthening the institutional relations of the groups and research centers, recognized as central in the development of graduate studies, forming what we call the Scientific Constellation.

We used the concept of constellation, as formulated by Theodor Adorno (1995), to analyze innovation situations applied to the actions of the research network. So, for every research that forms on the network, there is a different constellation, for each different circumstance, time, and place. Thus, the constellations of knowledge are produced within the research network, intentionally and deliberately, with a view to solving pressing social issues, about fundamental rights and comprehensive care for children and youth. Not at random, we start from the principle of interdisciplinarity and the sharing of theoretical and methodological contributions to enhance studies and knowledge, according to the interests of researchers from different educational and research institutions.

When analyzing the international academic scenario, we observe that the researcher professor has been required to mediate between his/her personal aspirations of research and scientific development and the collective interests demanded by society, in addition to the requirements of each social and political context and the financing of research in different areas. This way, collaborative research can contribute to the production of new knowledge capable of presenting solutions to the specific social problems of each country that makes up the network, making use of the different experiences lived by researchers in collaboration.

The organization of intellectual work through international and interinstitutional networks is configured as a relatively new form of social formation since, as Castells (1999) analyzes, networks are a logic that spreads through different social spaces, changing importantly, the operationalization and results of the production (academic) processes and experiences, thus redistributing power and impacting culture in a positive way. We keep in mind that the development of digital communication and information technologies facilitates the insertion of collaborative networks in social structures in a way never seen before.

We understand that the establishment of inter-university collaboration networks in the production of knowledge tends to go beyond institutional, regional, and national boundaries, which can, in a sense, limit the understanding of little-visualized realities in a broader academic setting.

Collaborative scientific research has been problematized and valued in the international scenario since the early 2000s, being to some extent stimulated by funding agencies and universities, especially about discussions about the production of knowledge in graduate school, around inter-university collaboration as an inseparable part of public policies and the internationalization of research, as well as inter- and transdisciplinary academic training.

About the internationalization of graduate studies, networking assists in the definition of research strategies, the shared production of knowledge and its dissemination, produces social impacts in research with important contributions to the definition of public policies, stimulates the mobility of researchers both nationally and internationally, and demands the financing of studies focusing on emerging social issues.

In the case of interdisciplinary academic training, the research network contributes to the production and innovation of knowledge and the sharing of technologies, and in the case of the network Emíli@, the focus is also on educational technologies, having as a principle the socialization of knowledge for the new generations of students and researchers.

Scientific collaboration in this project is understood as a fundamental condition of researching and training of researchers in contemporary society, supported by the triad of teaching-research-university extension. With the proposition of a research network of Emíli@, we seek to respond to the needs of overcoming fragmentation in the production and dissemination of knowledge, given its intrinsic approach to inter and transdisciplinarity.

We try with Emíli@, therefore, to enhance the experience of professors, researchers, and students in the field of undergraduate and graduate studies, whose meaning is to foster new knowledge through investigations of academic and social impact, with children and young people as privileged subjects of our research and academic actions.

Since the conception of network Emíli@, we have assumed the challenge of collaborating in the constitution of a collective academic space in which the work of shared scientific research, assumes the commitment to effective collaboration, to ensure the integration of individuals or groups linked to it, without disregarding that divergences and conflicts may arise within them, but that can be overcome in a dialogical and alteritarian way.

Cf. Silva, 2006: "The constellation category is the key to what Adorno calls models of thought and, as such, guarantees fidelity to his utopia of knowledge. Thus, two problems bereaved to the tradition of interpretation are fruitfully faced: what concerns its current affairs and what seeks the link between art and philosophy."