Vol. 4 No. 2 (2025), titled "Didactics, Politics, and School Culture: Articulations for Educational Transformation", brings together a series of works that critically explore the intersections between pedagogical practices, power structures within the school environment, and cultural expressions that shape educational experiences in diverse contexts. This issue is conceived as a space for dialogue among situated knowledge, applied research, and theoretical reflections that advocate for an educational transformation grounded in social justice, inclusion, and the recognition of difference. From a multidisciplinary perspective, it examines the tensions between institutional norms and teacher and student resistance, as well as the potential of didactics as a tool for pedagogical and political intervention.