Introduction to the Dossier "Decoloniality and Language Education in the Global South: Critical Reflections on Curriculum, Educational Policies, and Pedagogical Experiences in Brazil" Kleber Aparecido da Silva, Joaquim Dolz , Paula Cobucci , Leketi Makalela DOI: https://doi.org/10.5433/1519-5392.2025v25n1p01-10
Critical linguistic education: to (re)think inclusion in the social world Flavius Almeida dos Anjos DOI: https://doi.org/10.5433/1519-5392.2025v25n1p11-28
The danger of a single view on linguistics Gabriel Nascimento DOI: https://doi.org/10.5433/1519-5392.2025v25n1p29-53
The colonial construction of monolingualism and its impact on the development of African languages Rajabo Alfredo Mugabo Abdula DOI: https://doi.org/10.5433/1519-5392.2025v25n1p54-76
The notion of decoloniality applied to minoritized languages in Europe: the case of Catalan language education in the Valencian Country Joaquim Dolz, Aina Monferrer-Palmer, Itziar Idiazabal DOI: https://doi.org/10.5433/1519-5392.2025v25n1p77-105
Transformative education through social activities and curriculum de-encapsulation Fernanda Coelho Liberali DOI: https://doi.org/10.5433/1519-5392.2025v25n1p106-127
Multiliteracies in school: an intercultural proposal Elisângela Ladeira de Moura Andrade, Anair Valênia Martins Dias DOI: https://doi.org/10.5433/1519-5392.2025v25n1p128-148
Intersectional Linguistic Education: The BNCC through the lens of Intersectionality Bruna Carolini Barbosa, Victor Santiago DOI: https://doi.org/10.5433/1519-5392.2025v25n1p149-168
The danger of a single language: reflections upon BNCC from the perspective of multiliteracies Raisa Ketzer Porto, Joice Armani Galli DOI: https://doi.org/10.5433/1519-5392.2025v25n1p169-191
Conspiratorial narratives: what does the BNCC say? Júlio Araújo, Melissa Maria do Nascimento Sousa DOI: https://doi.org/10.5433/1519-5392.2025v25n1p192-211
BNCC and English as a Lingua Franca: Turning lemons into lemonade? Domingos Sávio Pimentel Siqueira DOI: https://doi.org/10.5433/1519-5392.2025v25n1p212-234
Multiliteracies at BNCC: challenges and possibilities for a decolonial linguistic education? Shirley Adriana Sousa Silva, Maria Cecília Camargo Magalhães DOI: https://doi.org/10.5433/1519-5392.2025v25n1p235-255
Critical Applied Linguistics and textbook analysis: reflections for a local Brazilian reality Gleisla Thais Mendes, Fernando Silvério de Lima DOI: https://doi.org/10.5433/1519-5392.2025v25n1p256-280
Decolonial teacher education in higher education: African-based religions in Spanish language classes Rodrigo Agra de Oliveira, Flávia Colen Meniconi, Aleph Danillo da Silva Feitosa DOI: https://doi.org/10.5433/1519-5392.2025v25n1p281-302
Freirean pedagogies and Critical Applied Linguistics: a fruitful dialog Rosana Nunes, Tamara Angélica Brudna da Rosa, Kleber Aparecido da Silva DOI: https://doi.org/10.5433/1519-5392.2025v25n1p303-317
"Casa de alvenaria", critical literacies and antiracist education: a decolonial oriented proposal Eliane Fernandes Azzari, Elizabeth da Silva Pereira DOI: https://doi.org/10.5433/1519-5392.2025v25n1p318-338
Critical Affective Literacy and the possibility of existing through translanguaging: actions and emotions targeting social justice in language teaching Diogo Oliveira do Espirito Santo DOI: https://doi.org/10.5433/1519-5392.2025v25n1p339-362
Podcast and contemporary transversal themes for the formation of a more educationally critical community Ana Paula Paim da Rosa, Vanessa Ribas Fialho, André Firpo Beviláqua DOI: https://doi.org/10.5433/1519-5392.2025v25n1p363-382
Literacy and critical teaching of portuguese as a second language for the deaf: possible pathways Josiane Junia Facundo DOI: https://doi.org/10.5433/1519-5392.2025v25n1p383-401
Decoloniality in applied linguistics: a survey of research in stricto sensu graduate programs at public institutions in Goiás Ana Luísa Carvalho Rodrigues, Viviane Pires Viana Silvestre, Vivian Silva Castelo Branco DOI: https://doi.org/10.5433/1519-5392.2025v25n1p402-420