“Ainda somos olhados de lado”

Santos, Hugo

doi:10.24115/s2446-6220202061722p.75-90

Cited by 3 publications

(1 citation statement)

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“…Likewise, students' familiarity with the academic environment and their perception of commonalities between us could be one of the reasons why they are so keen and enthusiastic about participating in the research. Furthermore, as discussions about racism, discrimination, xenophobia, and coloniality within the Brazilian student community in Portugal grows (Iorio & Nogueira, 2019;Santos, 2020), I also feel more and more motivated to encounter the new generation of Brazilian students enrolled in the Portuguese higher education system. Lucy is 20 years old and is finishing her bachelor's in psychology.…”

Section: Encountering My Fieldmentioning

confidence: 99%

Emotional Encounters During Fieldwork: Researching Brazilian Women Migrants as a Brazilian Women Researcher

França¹

2023

Migration Letters

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This paper addresses the ethical implications of doing qualitative research among migrant women while being a migrant woman researcher myself. Brennan (2014)’s affective turn shows us how affect (both positive and negative) irradiates powerfully between one subject and another; while Ahmed (2010) reminds us that our affective situation may shape what/how we will feel. Based on experiences and reflections, since my PhD in 2008, on Brazilian migrants’ experiences in Portugal, I borrow Teresa Brennan’s concepts of affect and Sara Ahmed’s notion of emotion to look at how our encounters throughout our fieldwork with migrant women affect our bodies and vice versa. Moving away from the insider/outsider dichotomy, I argue that our knowledge production practice with migrant women is a reciprocal emotional reaction, surrounded by inequality power dynamics, which entails a set of ethical implications when translating these emotional reactions as research outputs.

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Section: Encountering My Fieldmentioning

confidence: 99%

Emotional Encounters During Fieldwork: Researching Brazilian Women Migrants as a Brazilian Women Researcher

França¹

2023

Migration Letters

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‘There was no freedom to leave’: Global South international students in Portugal during the COVID-19 Pandemic

Calvo

Cairns

França

et al. 2021

Policy Futures in Education

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This article looks at the impact of the COVID-19 pandemic on international students, focusing on Portuguese-speaking African and Brazilian students during the lockdown of spring 2020. Using evidence from interviews conducted with 27 students domiciled in Portugal, we illustrate some of the challenges faced by students when coping with the pandemic, including difficulties in meeting the cost of tertiary education and the centrality of working to sustain their stays abroad, alongside the emotional impact of prolonged domestic confinement and separation from families. We also consider the paradoxes of online teaching, which have made visible the digital gap between local and international Global South students in the context of their stays. In this sense, pre-existing inequalities are more at the centre of students’ concerns than new issues raised by COVID-19, a pandemic that served to reveal former injustice in the context of global capitalism. In our conclusion, we argue that there is a need for greater recognition of the vulnerabilities facing certain African and Brazilian students at Global North universities in the context of contemporary neo-liberalism, including their dependence upon precarious work. Policy responses include the need for a more serious involvement and responsibility by both home and host higher education institutions in the lives of their students abroad.

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Os desafios de educar através da Zoom em contexto de pandemia: investigando as experiências e perspetivas dos docentes portugueses

Santos

2020

Prax. Educ.

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Resumo: Com a pandemia de Covid-19 a forma de manter a continuidade do ensino nos moldes mais regulares possíveis foi a educação à distância. Contudo, essa emigração rápida e imprevista para ambientes virtuais revelou um conjunto de desafios de adaptação que questionam a preparação das escolas para adesão a esta modalidade de ensino. Com enfoque nas perspetivas de docentes portugueses sobre as suas experiências de ensino online, e metodologicamente, sustentado na realização de 5 grupos focais online via Zoom (N=32), este artigo explora os desafios sentidos por estes profissionais. Como resultados, foram identificados 4 tipos de desafios: comunicacionais (monólogos digitais e exaustão psicológica), pedagógicos (falta de competências, avaliação e sobrecarga de trabalhos e a impossibilidade de aulas práticas), sociais (incompatibilidades com a vida pessoal e gestão de conflitos) e tecnológicos (falta de recursos e tecnofobia). Palavras-chave: Educação à distância. E-learning. Covid-19.

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“Ainda somos olhados de lado”

Cited by 3 publications

References 1 publication

Emotional Encounters During Fieldwork: Researching Brazilian Women Migrants as a Brazilian Women Researcher

Emotional Encounters During Fieldwork: Researching Brazilian Women Migrants as a Brazilian Women Researcher

‘There was no freedom to leave’: Global South international students in Portugal during the COVID-19 Pandemic

Os desafios de educar através da Zoom em contexto de pandemia: investigando as experiências e perspetivas dos docentes portugueses

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