CALL FOR PAPERS - VOLUME 17, NUMBER 1, 2026
DOSSIER: ACADEMIC AND SCIENTIFIC LITERACY AND TRAINING: APPROACHES, LITERACY PRACTICES, AND SCIENTIFIC WORK
In this dossier, we welcome contributions (such as scientific articles or critical reviews) addressing academic and scientific literacy in higher education and basic education. These contributions may be informed by any theoretical or methodological approach. Assuming mass access and the profile of new entrants to higher education, we posit that teaching in this area has become more heterogeneous. Consequently, the manner in which reading and text production practices are taught or addressed in this context has changed (Barros; Gonçalves, 2025, in press).
In basic education, contributions addressing the field of study and research practices, in which texts are used for studies, research, and systematizing knowledge (Brazil, 2018), will be relevant.
For example, university education should promote activities that expand learners' literacy practices. Throughout their educational journey, students must develop reading and writing skills, gain a solid understanding of the literature in their field, and master methodology. These are essential prerequisites for any educational program. In this sense, university writing can promote inclusion and retention, rather than causing many students to drop out, especially when completing a final course project (monograph).
Furthermore, in terms of scientific practice, since humans are both the subject and object of knowledge, it is important to recognize that the object of study is imbued with meaning and interconnected elements. As Pêcheux (1995) said, linguists need to be aware of the philosophical crossover that establishes them as subjects in a scientific field. These dimensions of language studies are directly related to academic-scientific literacy.
For this dossier, we welcome contributions that address developments in education, particularly in language studies, with a focus on equity and literacy practices directly linked to academic-scientific literacy.
References
BARROS, Eliana Merlin Deganutti; GONÇALVES, Adair Vieira. Representações de Universitários sobre leitura e produção de textos acadêmico-científicos. Raído, Dourados, v. 20, n. 48, 2025.
BRASIL. Ministério da Educação. Base Nacional Comum Curricular: Educação Infantil e Ensino Fundamental. Brasília: MEC, 2018.
PÊCHEUX, Michel. Semântica e discurso: uma crítica à afirmação do óbvio. Trad. De Eni P. Orlandi, Lourenço Chacon Jurado Filho, Manoel Luiz G. Corrêa e Silvana M. Serrani. 2 ed. Campinas: Editora da UNICAMP, 1995.
Editores Ad hoc:
Adair Vieira Gonçalves (Universidade Federal da Grande Dourados - UFGD)
Cícero da Silva (Universidade Federal do Norte do Tocantins - UFNT)
Call opening: December 10, 2025.
Submission deadline: March 1, 2026.
Publication: April 2026.
Manuscripts must be edited (mandatory) using the official EntreLetras template, in accordance with the journal's guidelines. Click on the link Template EntreLetras and download it.
All submissions to EntreLetras are subject to preliminary evaluation by the editors (desk review) with regard to formal, ethical, and legal aspects. If accepted at this stage, they proceed to double-blind peer review.
