Submissions

Dossiê Soletras 55 (Maio-Ago. 2026): Dossiê Comemorativo – 10 anos do Programa de Pós-graduação em Letras e Linguística

Commemorative Dossier – 10 Years of the Graduate Program in Linguistics and Literature

The Postgraduate Program in Linguistics and Literature (PPLIN), affiliated with the Department of Letters at the Faculty of Teacher Training of the State University of Rio de Janeiro (FFP/UERJ), celebrates in 2026 a decade of academic activities. To mark this milestone, the present thematic dossier is dedicated to valuing the academic trajectory of the program, consolidating its research lines, and projecting its future paths. The initiative also aims to contribute to both internal and external evaluation processes by highlighting the scientific, educational, and social relevance of PPLIN. This commemorative dossier seeks to strengthen the program’s educational and research pillars by gathering contributions from faculty and students that reflect the diversity and robustness of the studies developed over the past ten years. In doing so, the dossier intends to systematize part of the intellectual output associated with PPLIN and to present a representative overview of its researchers’ work.

Dossiê 54 (Jan.-Abril. 2026): Social Justice, Emotions, and Decoloniality in Language Teacher Education

SOLETRAS Journal
Submission Deadline: December 1, 2025
Expected Publication: April 2026

Organizers:
Gysele da S. Colombo-Gomes (UERJ)
Luis Javier Pentón Herrera VIZJA University, Poland, Poland
Ana Maria F. Barcelos (Federal University of Viçosa, Brazil)

Special Issue presentation:
The call for teacher education grounded in social justice and decolonial perspectives is not new, but it gains renewed urgency in the face of rising far-right extremism, democratic backsliding, and escalating social, cultural, and ethnic conflicts across the globe. In such a scenario, reflecting on the purposes and directions of language education becomes imperative. Despite longstanding efforts to center language teaching and learning on humanistic and ethical values, models focused on technical training and content transmission still dominate our field. These approaches often overlook the socio-emotional, relational, and political dimensions of language education, reinforcing hierarchical and exclusionary structures. Reimagining language teacher education through the lenses of justice, care, and decoloniality means recognizing teachers as agents of transformation. It requires creating spaces that affirm emotional engagement, cultural dignity, and critical reflection for teachers and students alike. In response to contemporary crises, educators have begun foregrounding pedagogical approaches that prioritize empathy, healing, and emotional literacy, fostering classrooms where both learners and teachers can thrive. This Special Issue invites contributions that explore what has been done — or what still needs to be done — to advance language teacher education committed to equity, social-emotional development, and transformative practice. We welcome studies, narratives, and reflections that challenge dominant paradigms, embrace decolonial thought, and center the emotional, ethical, and political dimensions of becoming a language teacher today.

Thematic Areas
We invite researchers to submit papers addressing, among others, the following themes:
• Social justice in language teacher education: critical approaches and pedagogical
practices that promote equity.
• Emotions and care in language teaching and learning: the role of emotions and
human relationships in the language teaching and learning process and pedagogies
of care.
• Reflexivity and Humanizing Pedagogies: Exploring reflective practices as the
center of the human experience in teaching and learning
• Decolonial perspectives in linguistic education: challenges and possibilities for
deconstructing Eurocentric paradigms
• Transformative formative experiences: reports and analyses of practices that
integrate social justice, emotions, and decoloniality.

• Public policies and language teacher education: the impacts of educational
policies on promoting social justice and valuing emotional experiences.

Submission Guidelines
• Final submission deadline: December 1, 2025.
• Expected publication: April 2026.
• Language: Portuguese, Spanish, and English.
• Article length: between 8 and 25 pages, including references and annexes.
• Formatting: Times New Roman font, size 12, 1.5 spacing, top and left margins of 3
cm, bottom and right margins of 2.5 cm.
• Evaluation: all articles will undergo blind peer review.
• Submission: papers must be submitted through the SOLETRAS journal system,
available at: https://www.e-publicacoes.uerj.br/soletras
• Complete author guidelines: https://www.e-
publicacoes.uerj.br/soletras/about/submissions
Note: In accordance with SOLETRAS journal guidelines, only papers submitted by
doctoral researchers or, in the case of co-authorship, by doctoral candidates in
partnership with a second researcher holding a doctoral degree will be accepted.

We are available to clarify any questions and provide additional information. We look
forward to receiving your contributions for this dossier, which aims to foster reflections
and transformative practices in language teacher education.

Dossiê 53 (set.-dez. 2025): As práticas de formação de professores de língua e de literatura

Dossier: 53

The Practices of Language and Literature Teacher Training

 

Juciele Pereira Dias (UERJ)

Eden Viana-Martin (Université de Pau et des Pays de l’Adour)

Andréa Rodrigues (UERJ)

 

Submission Deadline: August 30, 2025, with publication scheduled for December 2025.

Faced with the challenges of language and literature teaching-learning that teachers encounter daily in the classroom and the ways in which the neoliberal logic of capital, with its emphasis on competitiveness, flexibility, and social insecurities, has shaped education reforms and public policies worldwide, we propose an issue of the Brazilian journal “Soletras” as a space for the production of knowledge about teacher training practices in society and history. Considering the inseparability of teaching, research, and outreach in initial and continuing education, we aim to bring together works, from different theoretical perspectives within language sciences and related fields, that discuss and analyze both studies on the urgent needs of teacher training processes in the face of the socio-historical and economic reality of basic and higher education institutions, including diverse structural demands, and results of diverse practices that contribute to teacher training.

 

Dossiê 52 (maio-ago. 2025): Decadentes, Dissidentes e Proscritos no Fin-de-Siècle

DOSSIER: Decadents, Dissidents and Outcasts in the Fin-de-Siècle.

 

Between Naturalists, Symbolists and Decadents, the literature produced between 1880 and 1930 was full of marginalised or self-marginalised characters: eccentric, extravagant, perverted, weird, misanthropic, these so-called outcasts were often reinvented in the form of exceptional beings or ‘Chosen Ones’. Stigmatised and pathologised by criminology and psychology, they often appear in literature in an ambiguous way, revealing the contradictions of Latin American modernity: the growing presence of Afro-descendants in the cities, on the one hand, and the evolution of gender and sexuality norms associated with the emergence of the New Woman, on the other, bring with them the rejection of virility and the threat of feminisation of the national subject. The journal invites submissions of works that intersectionally address this proliferation of non-normative subjectivities, and the archive made up of textualities and a whole new vocabulary of affections, spaces, behaviour, subcultures or strategies of resistance. It is possible to ask: How is the universality of the erotic transformed according to the reconfigurations of gender and increasing racialisation? How does the body become a subject or a battleground for history? How does the discourse of non-belonging resist or justify the consolidation of the modern national subject? The dossier invites submissions of articles that develop these issues in Iberian and Ibero-American contexts, written in Portuguese, Spanish or English. Only papers submitted by researchers with a doctorate or, in the case of co-authorship, by master or doctoral students in partnership with a second researcher with a doctorate will be accepted. All submissions are subject to blind peer review according to the rules for contributions.

 

 

Dossiê 48: Epistemologias e praxiologias decoloniais nos estudos de línguas/linguagens e na educação linguística

Organizadores:

Marcia Lisbôa Costa de Oliveira, Universidade do Estado do Rio de Janeiro (UERJ)  

Kléber Aparecido da Silva, Universidade de Brasília (UNB)  

Leketi Makalela, University of the Witwatersrand (WITS)  

Estudos Literários

Nesta seção da Revista SOLETRAS serão aceitos artigos de temática livre que não se encaixam no tema do dossiê, mas contemplam estudos em: Literaturas, Teoria da Literatura, Literatura Comparada, Crítica Literária, Metodologia e Prática de Ensino de Literatura. Todos estes estudos podem estar vinculados à área de Formação Docente.

Estudos Linguísticos

Nesta seção da Revista SOLETRAS serão aceitos artigos de temática livre que não se encaixam no tema do dossiê, mas contemplam estudos nas áreas de Linguística, Linguística Aplicada, Língua Portuguesa, Língua Inglesa, Língua Latina e Filologia. Estes estudos podem estar vinculados à área de Formação Docente.

Ensino

Nesta seção da Revista SOLETRAS serão aceitos artigos de temática livre que não se encaixam no tema do dossiê, mas contemplam estudos em: Literaturas, Teoria da Literatura, Literatura Comparada, Crítica Literária, Metodologia e Prática de Ensino de Literatura. Todos estes estudos podem estar vinculados à área de Formação Docente.

Dossiê: Acidentes na interação : expressão e controle da emoção e do afeto

Somente serão aceitos textos de doutores ou doutorandos, desde que em coautoria com um doutor.