Albuquerque (online)

Editorial Board

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Albuquerque: journal of Cultural Studies. Aquidauana, v. 17, n. 33, jan./jun. 2025.

Editorial – About the transformations of a journal

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Editorial of Albuquerque: journal of Cultural Studies. Aquidauana, v. 17, n. 33, jan. - jun. 2025.

Introduction – Dossier: Teacher training in the neoliberal context

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Teacher education in Brazil has been widely debated within educational policies, especially in the neoliberal context, where education is conceived as a commodity. This scenario has directly impacted the notion of school inclusion and inclusive education, bringing significant challenges for teachers. Strengthening continuing education emerges as an essential requirement to ensure pedagogical practices that are adequate and aligned with contemporary demands of inclusion. In this dossier, we seek to critically analyze the impacts of neoliberal policies on teacher education, examining their implications for pedagogical practice, working conditions, and the development of inclusive approaches. Given this context, the dossier proposes a deeper reflection on teacher education in the face of the challenges of school inclusion and inclusive education under neoliberal policies. We consider it crucial to discuss how the commodification of education has affected access to continuing education and the implementation of inclusive educational practices, especially for historically marginalized populations. In this way, we aim to broaden the understanding of the challenges surrounding inclusive teaching and foster academic debates on alternatives that promote quality public education, grounded in equity and in the appreciation of teaching practice.

Brazilian education in times of neoliberalism

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The purpose of this article is to reflect on the main contemporary issues surrounding Brazilian education, with an emphasis on the first decade of the 21st century, highlighting its relationship with economic development, the influence of public and economic policies, and the effectiveness of government actions in social transformation. In the media, it is common to see a wide variety of educational indicators, especially during election campaigns. However, if the education offered to Brazilians has indeed improved, why is this not so visible in the various sectors of the national economy? This issue will be broken down and will lead the reader to the basic points of the discussion, covering analyses of everyday facts (2001–2008), as well as articles by professors Rosa Barone (1999 – Education and public policies: issues for debate), Celito Luft and Berenice Corsetti (2000 – Educational policies in neoliberal times: the economic) and the text entitled “State–Education relationship in the process of neoliberal globalization” by Santos (2004). To this end, when critically analyzing Brazilian educational policies under the influence of globalization and neoliberalism, it is clear that they are immersed in discourses of improvement, intertwined with persistent problems such as lack of resources, privatization, clientelism, and social exclusion. Thus, we conclude that it is urgent to advance in questioning educational policies in light of the complexity of Brazilian society and the impacts of globalization, so that education can effectively promote inclusion and act as an agent of social emancipation.

Education, neuroscience and language

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The study addresses the relevance of training literacy teachers to recognize learning problems, emphasizing the role of neuroscience in understanding disorders such as dyslexia. This is a literature review study, based on authors such as Fonseca (2011), Relvas (2015) and Thies (2021). The study highlights the importance of teachers understanding the particularities of dysfunctions and distinguishing them from learning difficulties, planning appropriate interventions. The study also highlights the relevance of family involvement in this process.

Inclusive education in times of precarization

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This study examines teacher training in public education in Goiás (Brazil), focusing on the inclusion of students with disabilities, within the context of neoliberal policies. Teacher training is considered a fundamental element for educational inclusion, yet the work of these professionals is subject to precariousness and devaluation. Therefore, the question is: to what extent has teacher training been undermined in the context of neoliberalism and inclusive education? Neoliberal logic reduces investment, hindering teacher qualification and the implementation of inclusive practices. Analysis of the public notices reveals minimum criteria for essential functions, reinforcing a welfare-based model. Discrepancies between pedagogical guidelines and administrative practices highlight weaknesses in public management. The study highlights the need for policies that strengthen qualification and investment in inclusive education.

Governmentality and inclusive education in neoliberal times

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With the advance of neoliberalism, education has become a privileged arena for implementing inclusion through policies, discourses, strategies, and technologies of power-knowledge. In this context, the governmentalized State takes a special interest in the population, developing and circulating practices that shape ways of life oriented toward competitiveness, efficiency, and self-responsibility. Neoliberal reforms establish norms that position individuals within networks of knowledge and market-oriented spaces, converting them into normalized human capital adapted to the demands of the economic system. This article aims to problematize inclusive education as a strategic resource for normalization and the production of market-oriented subjectivities, linking it to the concepts of governmentality and biopolitics. It is an exploratory bibliographic study, developed through qualitative analysis of reference works and academic productions by Michel Foucault and other authors who discuss the interface between neoliberalism and inclusive education. The results indicate that, although supported by legal frameworks, school inclusion is weakened by neoliberal rationalities that reduce its emancipatory potential and reinforce processes of in/exclusion, demanding a critical approach capable of challenging hegemonic discourses and fostering pedagogical practices that value differences as transformative potential.

Pedagogical practice and school inclusion in Brazil

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This study aims to analyze the relationship between teacher training and pedagogical practice in special education from an inclusive perspective, supported by the reflections of authors such as Michels (2017) and Mazzotta (2011). It also includes an analysis of legislative milestones like the LDBEN (1996) and the National Policy on Special Education from the Perspective of Inclusive Education (PNEEPEI, 2008). We conclude that there is a need for a cohesive and continuous teacher training policy that can support inclusive pedagogical practices and overcome historical dualities.

The Enlightenment in perspective

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The 18th century was marked by the centrality of reason in European thought, bringing about profound transformations in the political, economic, and cultural spheres. This article offers a bibliographical discussion on the Enlightenment movement, with an emphasis on its diffusion and the reinterpretations it underwent in different contexts. At a certain point in the analysis, particular attention is given to the Portuguese case, examining how Enlightenment thought adapted to the dynamics and tensions characteristic of 18th-century Portugal.

Housing projects, between 1915 and 1935, Campo Grande (MS)

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The main objective of this article is to study examples of housing built in Campo Grande (MS) between 1915 and 1935, based on two analytical categories: domestic spatial arrangements and plastic elements of the façade. The architectural projects studied were consulted in the ARCA archive. Fourteen technical visits were carried out between July and December 2024, which enabled the identification, organization, analysis, registration (photographic) and collection (data and images) of 180 housing units.

The Piraju Municipal Environmental Council (São Paulo, Brazil)

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The aim of this article is to understand how popular political participation in relation to the environment, which is so important to international environmental discussions, is organized based on local reality. To this end, the chosen object of study was the Municipal Environmental Council of the Estância Turística de Piraju, a city located in the interior of the State of São Paulo, because it is a city crossed by the Paranapanema River and has a history of fighting against the construction of hydroelectric plants.

The foreigner and the difference

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Review of the book: The foreigner and the difference: migration laws in Brazil and Portugal in the 21st century, by Igor José de Renó Machado, released in 2024, by EdUFSCar.

Reviewers of this issue

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Lista de pareceristas desta edição. Albuquerque: revista de Estudos Culturais. Aquidauana, v. 17, n. 33, ago./dez. 2025.