CALL FOR PAPER SUBMISSIONS – DOSSIER: LITERACY AND LEARNING IN INDIGENOUS COMMUNITIES

Literacy and learning in Indigenous contexts are urgent and challenging topics in the Brazilian and Latin American educational landscape. More than mere technical processes of teaching reading and writing, these are practices deeply marked by identity, cultural, political, and linguistic issues. In Indigenous communities, the learning of written language—whether in original languages or in Portuguese—is immersed in unique symbolic universes, collective ways of life, traditions, and narratives that transform the word into a living experience. The urgency of debating these experiences stems from the need to recognize and value the linguistic and cultural plurality of Indigenous peoples, reflecting on paths that strengthen the right to differentiated education, the use of mother tongues, and the protagonism of communities in building their own educational projects.

This dossier aims to gather works that address theoretical perspectives, case studies, field research, comparative studies, public policy analyses, and critical reflections on:

- Literacy processes in Indigenous languages and in Portuguese within Indigenous communities;

- Learning experiences in dialogue with orality, memory, rituals, and Indigenous cosmologies;

- Innovative pedagogical practices developed by Indigenous educators;

- Challenges and strategies for the initial and continued training of Indigenous teachers;

- Production of didactic and literary materials in native languages;

- Impacts of public educational policies and legislation on Indigenous teaching;

- Relations between literacy, learning, and the revitalization of Indigenous languages;

- Community participation in the definition of differentiated curricula and school projects;

- Critical analysis of the role of non-Indigenous institutions in educational processes within Indigenous territories;

- Challenges faced in contexts of migration, urbanization, and intercultural contact;

- Experiences of resistance, autonomy, and Indigenous protagonism in the field of education.

Texts may be submitted in Portuguese, Spanish, or Indigenous languages, provided they are accompanied by a translation into Portuguese or Spanish. Articles must be original, unpublished, and may include among their references oral productions, traditional narratives, and community documents.

It is recommended that submissions observe the principles of respect for Indigenous epistemologies, collective authorship, and research ethics, including the consent of the communities involved.

The selected texts will be published in full, with the dossier scheduled for release in the second semester of 2025.

The deadline for article submissions is Sep 30, 2025. All proposals must be submitted via the Scientific Journal’s online system, in accordance with the guidelines available on the official website. For questions or clarifications, contact: anderbiomartins@ufgd.edu.br.

With this dossier, the RIET reaffirms its commitment to valuing Indigenous knowledge, deepening intercultural dialogue, and promoting educational practices guided by respect for the diversity and autonomy of Indigenous peoples. We invite everyone to contribute reflections, experiences, and research that, by illuminating the pathways of literacy and learning in Indigenous communities, strengthen the struggle for linguistic, educational, and cultural rights.

Participate and help build a plural, critical, and innovative overview on literacy and learning in Indigenous communities, contributing to a truly democratic, anti-racist, and transformative education.

Organizers:

Andérbio Márcio Silva Martins - UFGD

Cássio Knapp - UFGD

Célia Aparaceida Bettiol - UEA