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Item type:Publication, Decolonial studies in the hegemonic circuits of Brazilian academic production(Fundação Getulio Vargas, Escola Brasileira de Administração Pública e de Empresas, 2024-01-01)How are the Brazilian new research agendas influenced by the contemporary dissemination of theories challenging colonial ontologies and advocating for critical revitalization of Latin American thought? This article investigates the dominant circuits of academic knowledge production in Brazil to comprehend the impact of decolonial perspectives during the first decade of the reception and adoption of this theory in the country’s intellectual production. By examining 246 articles that explored the terms “decolonial” or “decolonials” published up to 2018, we aimed to analyze the various applications this category had within Brazilian research. The aim is to outline the structure of networks involved in decolonial studies through a bibliometric review of this literature, to provide a partial historical overview of the principal themes, authors, and references mobilized in periodicals registered in the Scopus and Web of Science between 2009 and 2018. The findings suggest that studies associated with decolonial perspectives presented as both analytical and political, organized within the field of social sciences but with a noticeable influence on other knowledge domains. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Who counts as deaf? a historical ethnography of Portuguese-Libras in Brazil(Routledge, 2026-02-16)This is the revised version of the abstract: This article revisits a 2009–2011 ethnography at Paraná's Department of Education, Brazil, to examine how deaf education was resignified through Portuguese–Libras bilingualism. Treating policy texts and casework as organisational artefacts, we analyse how documents and discretionary routines enact inclusion and define categories of deafness. We examine archival materials and vignettes to reveal how linguistic responsibilization and capacity bottlenecks mediated access. These dynamics are then contrasted with federal policy oscillations (2019–2025), including the legal recognition of bilingual education and judicial guardrails against segregation. By attending to institutional silences and archival closures, this historical state ethnography demonstrates how past administrative enactments continue to configure present struggles over access, legitimacy and participation in deaf education.1