No. 53 (2025): The Practices of Language and Literature Teacher Training

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.