De Carvalho
Biographic Data
| ID | 3584611 |
|---|---|
| NAME | De Carvalho |
| FAMILY NAME | De Carvalho |
| SIGNATURE | DE CARVALHO |
| AFFILIATIONS | Centre for Research in Anthropology |
| ORCID | 0000-0001-5416-8480 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Memories of (Un)Freire literacy policies in Southern Africa from the 1970s on
This article draws on the intersection of oral history and photography to elaborate on the memories of the nation construction process in Mozambique through the (hi)story of the Frelimo School of Bagamoyo, in Tanzania (1970-1975). Bagamoyo is both a place of memory and presence in the national and regional (hi)stories. The article is underpinned by the notion of (dis)empowerment related with (Un)Freire’s critical pedagogy used in and out of Bagam…
Portrait of an ethnography during pandemic times
Since 2019, I have been engaged in remote ethnography about the reconstruction of the beginning of the language and literacy policies developed by the Frelimo School in Bagamoyo (1970-1975), Tanzania. I entered the field based on previous ethnographic fieldwork in which the encounter between Mozambique’s national languages and its official language, Portuguese, became one of the central issues to understand the reconstruction of national identity…
“Em Moçambique… Epa, porra! Os Filhos dos Dirigentes Tinham uma Escola!” – Memórias de três gerações e suas narrativas escolares em África subsariana1
In this article it is argued that school, in a post-colonial context, is a space that (re)produces social inequalities. School is an institution that reproduces culture, a place of power in which reality is socially constructed by an elite that has been growing since colonial times until nowadays. School, in post-colonial settings, follows a Western European model and system of education. Looking at the last four decades of education in Mozambiqu…
Forthcoming in Volume 45, Number 2
An abstract is not available for this content so a preview has been provided. As you have access to this content, a full PDF is available via the ‘Save PDF’ action button
Memories of (Un)Freire literacy policies in Southern Africa from the 1970s on
This article draws on the intersection of oral history and photography to elaborate on the memories of the nation construction process in Mozambique through the (hi)story of the Frelimo School of Bagamoyo, in Tanzania (1970-1975). Bagamoyo is both a place of memory and presence in the national and regional (hi)stories. The article is underpinned by the notion of (dis)empowerment related with (Un)Freire’s critical pedagogy used in and out of Bagam…
Portrait of an ethnography during pandemic times
Since 2019, I have been engaged in remote ethnography about the reconstruction of the beginning of the language and literacy policies developed by the Frelimo School in Bagamoyo (1970-1975), Tanzania. I entered the field based on previous ethnographic fieldwork in which the encounter between Mozambique’s national languages and its official language, Portuguese, became one of the central issues to understand the reconstruction of national identity…
Forthcoming in Volume 45, Number 2
An abstract is not available for this content so a preview has been provided. As you have access to this content, a full PDF is available via the ‘Save PDF’ action button
“Em Moçambique… Epa, porra! Os Filhos dos Dirigentes Tinham uma Escola!” – Memórias de três gerações e suas narrativas escolares em África subsariana1
In this article it is argued that school, in a post-colonial context, is a space that (re)produces social inequalities. School is an institution that reproduces culture, a place of power in which reality is socially constructed by an elite that has been growing since colonial times until nowadays. School, in post-colonial settings, follows a Western European model and system of education. Looking at the last four decades of education in Mozambiqu…
Memories of (Un)Freire literacy policies in Southern Africa from the 1970s on
This article draws on the intersection of oral history and photography to elaborate on the memories of the nation construction process in Mozambique through the (hi)story of the Frelimo School of Bagamoyo, in Tanzania (1970-1975). Bagamoyo is both a place of memory and presence in the national and regional (hi)stories. The article is underpinned by the notion of (dis)empowerment related with (Un)Freire’s critical pedagogy used in and out of Bagam…
Portrait of an ethnography during pandemic times
Since 2019, I have been engaged in remote ethnography about the reconstruction of the beginning of the language and literacy policies developed by the Frelimo School in Bagamoyo (1970-1975), Tanzania. I entered the field based on previous ethnographic fieldwork in which the encounter between Mozambique’s national languages and its official language, Portuguese, became one of the central issues to understand the reconstruction of national identity…
Political science (3 works) · Sociology (3 works) · Anthropology (2 works) · Ethnography (2 works) · Gender Studies (2 works) · Gender Studies (2 works) · Global Educational Policies and Reforms (2 works) · Literacy (2 works) · Multilingual Education and Policy (2 works) · Pedagogy (2 works)