PAPER CALL: ISSUE 16, NUMBER 3, 2025

2025-03-31

DOSSIER: THE TEACHING OF LITERATURES AS A SPACE OF RESISTANCE: INSURGENTS AND DECOLONIAL DIALOGUES

 

The teaching of literature makes it possible to work with literary and/or artistic approaches in a meaningful way, each offering an extremely plural perspective providing a unique framework and a profile for understanding this field of study. Throughout history, academia has strongly consolidated a literary praxis based on a canonical model with strong eurocentric and north-centric roots, dating back to the belletristic period. However, recent discussions have revealed and amplified other nuances at the turn of the 20th century and the beginning of the 21st century. We highlight, therefore, the strength and potential of other epistemologies willing to (re)tell counter-hegemonic versions, thus emphasizing distinct narratives and new authors. 

In this endeavor, we emphasize the importance of the decolonial turn, fostering theoretical elaborations through the insurgency of formerly colonized peoples, who, through the processes of geopolitical and consciousness ruptures, seek to reinterpret their history, literature and other fertile segments of culture, consequently striving to construct and perpetuate their own identities. Based on this context, the primary objective of this dossier is to examine the teaching-learning practices emerging from these literatures with decolonial profiles and contours, which aim to disrupt established narratives and foster new dialogues using this fertile object of analysis as a foundation. 

From this theoretical perspective, we welcome articles that amplify discussions within this epistemological field in convergence with diverse literatures, such as indigenous, afrocentric, feminist, LGBTQIAPN+, and testimonial literatures - all with Education as an interface. Furthermore, we understand that the decolonial turn can be included in various types of literatures and should, therefore, be analyzed through different lenses and literary genres. In this sense, we seek to frame the dossier within the following themes: 

  • Theoretical discussions addressing the trajectory of the decolonial turn in literature and its contributions to education;
  • Methodologies and praxes applied in teaching- learning contexts that engage with this epistemology in dialogue with the breadth of literature and its plurality; 
  • Analysis of achieved outcomes in the classroom through experiences with literacy and reader formation supported by the decolonial framework of literatures;
  • Studies of authors and works imbued with cultural resistance, which contribute to this theoretical discourse and its potentialities for the field of education. 

Keywords: Literatures, Education, Teaching-Learning, Decolonial Theory, Cultural Resistance. 

 

All manuscripts must be edited using the official EntreLetras template, in accordance with the magazine's rules. Go to the EntreLetras Template link and download it.

 

Ad Hoc Editors:

César Alessandro Sagrillo Figueiredo (Universidade Federal do Norte do Tocantins - UFNT)

Betania Oliveira Barroso (Universidade Federal do Maranhão - UFMA)

Mônica Assunção Mourão (Universidade Estadual da Região Tocantina do Maranhão - UEMASUL)

 

Manuscript submission deadline: July 1th, 2025.

Publication: December 2025.