Title of the Thematic Issue
Contemporary Historiographies of Linguistic Studies and Language Teaching: Traditions, Instruments, and Policies in Historical Perspective
Guest Editors
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Francisco Eduardo Vieira (UFPB/HGEL) — fevs@academico.ufpb.br
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Olga Ferreira Coelho Sansone (USP/CEDOCH) — olgafc@usp.br
Scope of the Call
This thematic issue aims to gather research that investigates, from different historiographical perspectives, the trajectory of knowledge and practices related to language, languages, and linguistic education.
Contributions may address objects such as grammars, dictionaries, textbooks, pedagogical practices, theoretical traditions, agents and institutions, archives and methods, as well as policies for the preservation and dissemination of linguistic knowledge sources, always in connection with their historical and social contexts.
The issue seeks to highlight the diversity of sources and theoretical-methodological approaches, welcoming studies on grammatography, history of linguistics, and language teaching in different communities and social groups, as well as epi/meta-historiographical contributions.
By promoting dialogue across generations, objects, and approaches, the collection of articles intends to foster a critical understanding of the production and circulation of knowledge about language and to strengthen the field of Historiography of Linguistics, supporting its consolidation as an expanding area of research and encouraging collaboration among scholars from diverse historiographical traditions and backgrounds.
By bringing together studies on the history of linguistic and educational knowledge, this thematic issue may guide new research through the systematization of concepts and methods applied to the analysis of instruments, institutions, and language policies.
The published articles are also expected to broaden the visibility of linguistic historiography in Brazil, offering theoretical and documentary resources for debates on teaching, teacher education, and language-related public policies. The diversity of themes and objects addressed may contribute to a critical debate on the memory and legitimacy of the knowledge that guides linguistic education in different contexts.
Submission deadline
January 31, 2026
