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Professora Catedrática Emília Zulmira de Fátima Afonso Nhalevilo

(Reitora)

Emília Zulmira de Fátima Afonso Nhalevilo nasceu a 12 de Maio de 1967 na Província de Nampula.

É poliglota comunicando-se em Português, Inglês, Ronga, Chope e Ndau.

É Reitora da Universidade Púnguè com sede na província de Manica e uma Extensão na província de Tete.

Emília Nhalevilo iniciou a carreira de professora na Escola secundária Francisco Manyanga em Maputo em 1987. Em 1995 ingressou como docente na Universidade Pedagógica leccionando as cadeiras de Didácticas de Química, História de Química e Métodos de Investigação Científica.

De 2005 a 2006, foi docente no curso de Mestrado em Educação de Ciências na Universidade Tecnológica de Curtin na Australia, tendo leccionado as cadeiras de Metodologia de Investigação Científica e Curricula em Ciências Naturais e Matemática.

Esteve envolvida em investigação científica e gestão de investigação a vários níveis e contextos: Líder em projectos de Investigação nacionais e internacionais; supervisora de monografias de licenciatura, dissertações de mestrado e teses de doutoramento; examinadora de dissertações e teses de varias universidades nacionais e internacionais; director do Centro de Estudos Moçambicanos e Etnociências, um dos centros de pesquisa da Universidade Pedagógica; Presidente da Associação Moçambicana de Investigação em Educação de Matemática, Ciências e Tecnologia; Vice-Presidente da Southern Africa Research and Innovation Management Association-SARIMA; membro do comité executivo da Associação da África Austral de Investigação em Matemática, Ciência e Tecnologia (SAARMSTE); membro do conselho de editores da revista Cultural Studies in Education Sciences; revisora de revistas científicas credenciadas; facilitadora de seminários e workshops para treinamento em investigação em Angola, Moçambique, Zâmbia, Uganda, Gana, República Democrática de Congo, Ruanda.

Emilia Nhalevilo que é PhD em Educação Científica pela Curtin University of Technology, Austrália, tem mais de trinta publicações científicas.


 Academic Qualifications

2007: PhD, Curtin University of Technology Western Australia. Thesis title: Developing Culturally Inclusive Philosophy of Science Teacher Education in Mozambique.

2002: Master in Science Education, Curtin University of Technology Western Australia, Thesis title: Rethinking Science Teacher Education in Mozambique.

1994: Licenciatura,  Pedagogical University, Mozambique. Thesis title: Historic Facts in Chemistry Classes.

1986: Bachelor in Science Education, Eduardo Mondlane University, Mozambique.

Individual Certificates of Recognition

  • 2019: Distinguished contribution in research management attributed by Department of Science and Innovation (South Africa) and SARIMA;
  • 2017: Certificate of Excellence in research attributed by the Universidade Pedagogica;
  • 2015: Certificate of appreciation from the Southern African Development Community (SADC), SARIMA and the Department of Science and Technology (South Africa) and the Southern Africa Research, Management and Innovation Association for contributions to research and innovation management;
  • 2012: Certificate of merit attributed by the Universidade Eduardo Mondlane for valuable contributions for the development of higher education in Mozambique;
  • 2011: Certificate of merit attributed by the Ministry of Science and Technology for valuable contributions for the development of ethnobotanics in Mozambique.

Collective Certificates of Recognition

  • 2014: ‘Prémio Reitor’ for the category of Research Center (attributed by the Vice-chancellor for the excellent performance during 2013);
  • 2016: Prémio Reitor’ for the category of Research Center (attributed by the Vice-chancellor for the excellent performance during 2015).

Professional Occupation

Current Main Occupation and Position:

Associate Professor, Pedagogical University, Maputo, Mozambique;

Rector, Pungue University.

Previous Professional Occupation and Positions:

2018-2019: Rector’s advisor for Research and Extension;

2010-2018:Director, Center for Mozambican Studies and Ethnoscience;

2008-2010: Deputy Director of the Center for Mozambican Studies and Ethnocience;

2007- 2008: Head of Chemistry Department, Pedagogical University;

2005-2007: Lecturer – Curtin University of Technology Western Australia;            

1986-1994: High School Science Teacher.

Postdoctoral and Sabbaticals

2017 Fulbright scholar: University of New York;

2009-2011 Postdoctoral fellow: University of Western Cape.

Other professional Activities

External examiner for doctoral theses: (i) University of Pretória, South Africa (ii) Curtin University of Technology, Australia (iii) University of Witwatersrand, South Africa (iv) Durban University of Technology, South Africa (v) University of Free States, South Africa (vi) University of Western Cape, South Africa, (vii) Murdoch University, Australia, (viii) Kathmandu University, Nepal, (ix) Rhodes University, South Africa.

External examiner for master theses: (i) University of Botswana, (ii) University of Western Cape, (iii) Rhodes University, South Africa.


Selected Publications

Book Chapters

Nhalevilo, E. (2019): Viewing curriculum as possibilities for freedom: An Ndo’kodo of my research path. In Research as Transformative learning for sustainable futures. Peter Charles Taylor e Bal Chandra Luitel (Editores). Brill/Sense Publishers.

Nhalevilo, E. (2017): Cultural Issues in Teacher Education: From Multicultural Context to Inter/Cultural Journeys. In Linking Research and Training in Internationalization of Teacher Education with the PEERS Program: Issues, Case Studies and Perspectives. Jean-Luc Gilles (Ed).Peter Lang. Switzerland. ISBN: 9783034329798.

Matova, A., Nhalevilo, E.(2017): Uso de analogias no ensino de Química nas escolas da Província de Manica In Currículo Local: Teoria e Prática Organizadores: Jó Capece e Gulherme Basílio. Maputo.

Nhalevilo, E. (2015): Fronteiras entre a Filosofia e as Ciências Naturais. In: Ngoenha, S. & Castiano, J. Fronteiras ou pontes.  Maputo: Leya Editora.

Nhalevilo, E. (2014). Da disciplina à transversalidade do ensino: Que lições para o currículo local. In: E. Nhalevilo, M. Tsambe e J. Castiano. Os Saberes Locais e a Educação. Maputo: Texto Editora.

Edited conference proceedings

Otulaja, F. Langenhover, K., Nhalevilo, E., Keane, Amosun F., and Ngcoza, K. (2017): Rediscovering IKS for continental identity and Empowerment in a changing world. Johannesburg. ISBN: 978-0-620- 73340-3.

Otulaja, F., Cherinda, M., Nhalevilo, E. (2016): Promoting IKS for continental cooperation and sócio economic development. Maputo. ISBN: 978-0-620-73340-3

Journal Papers:

Macie, B. & Nhalevilo, E. (2018). Estudo da capacidade de argumentação dos estudantes universitários no ensino de Quimica. 13 (4).

Nhalevilo Afosno, E. (2011). Referencias da filosofia Africana- em busca da intersubjectividade. Sintese, FCS da UP, Maputo.

Nhalevilo, E. (2018): Reflectindo na historia de integração do Conhecimento Local na escola. Kwanissa. Vol1, n2. ISSN: 2595-1033.

Taylor, P.; Nhalevilo, E.; Rahmawati, Y. (2015). Transformative Educational Research. Meeting Global Challenges of the 21st Century. The Newsletter of the East-Asian Association for Science Education, 8(4), 0032, December 31, ISBN: 2227-751X

Nhalevilo, E. Ogunniyi, M. (2014). Research as praxis: perspectives on interpreting data from a science and indigenous knowledge systems project. AJRMSTE. DOI:10.1080/10288457.2014.929248. Vol 18, issue 2. Pp 210-218.

Nhalevilo, E. A. & Ogunniyi, M. (2014): Reflections on The Science and Indigenous Knowledge Project: Voices from the participants. South African Journal of High Education. Vol 28. Issue 1. Pp 221-235.

Nhalevilo, E. A. (2013): Curriculo local: Uma oportunidade de emanciapacao. Revista e-curriculum. Vol 11 (1)

Nhalevilo Afonso, E. (2013): Rethinking the history of inclusion of IKS in school curricula: endeavoring to legitimate the subject. International Journal of Science and Mathematics Education. DOI: 10.1007/s10763-012-9382-8. Volume 11, Issue 1 (2013), Page 23-42.

Nhalevilo Afonso, E. (2011). Chemistry practical lessons: altering traditions for students’ emancipation. Cultural Studies on Science Education. Vol 2 nr 7. P. 447-450 10.1007/s11422-012-9377-3.

Nhalevilo Afonso, E. (2011). Referencias da filosofia Africana- em busca da intersubjectividade. Sintese, FCS da UP, Maputo.

Nhalevilo Afonso, E. (2011): Telling a tale: Pieces of SMEC in my wind of memories. Cultural Studies on Science Education, v6 n3 p747-756.

Nhalevilo Afonso, E. Z. F. (2011). Language is also a place of struggle. Cultural Studies on Science Education. Volume 3, Issue 2.

Nhalevilo, E. & Taylor, P. (2009). Critical autoethnographic inquiry for culture-sensitive

professional development.

Luitel, B., Settelmaier, E., · Pereira, L. · Joyce, P. · Nhalevilo (Afonso).  E.,  Cupane, A., Taylor, P. (2009): Paradigms, dialogue or dance: Is rapprochement possible and/or desirable? Cultural Studies on Science Education. 4(3) pp. 529-552.

Afonso, E. Z. d. F (2009) Critical authoethnography inquiry for culture-sensitive professional development. Journal of Reflective Practice. 10(02) pp. 273-283 .

Adams, J., Luitel, B., Afonso, E. and Taylor, P. (2008). A cogenerative inquiry using a postcolonial theory to envisage culturally inclusive science education. Cultural Studies on Science Education. 3 (4) pp. 999-1019.


 Conference Proceedings:

Nhalevilo, E. (2017): Artisanal fishing in Mozambique: theoretical reflections and possibilities of school integration. Proceedings AASIKS, Johannesburg . ISBN: 978-0-620- 73340-3.

Camara, I. Nhalevilo, E. (2017). Local Curriculum in Inhassunge: Issues and suggestions for implementation. Proceedings da SAARMSTE, 2017. Free States . ISBN 9783034329798.

Nhalevilo, E. (2015). IKS Research: Building an agenda in a tricky ground. Proceedings from AASIKS conference. Whindhoek. ISBN: 978-0-86808-754-2

Nhalevilo, E. (2014). Forging International Network In Indigenous Knowledge Systems. Fourth International Conference of the IKS: Harnessing IKS for sustainable development. ISBN: 978-0-86808-747-4.

Hlazo, N. Ogunniyi, M., Nhalevilo Afonso, E. (2012). Effects of dialogical argumentation instruction method on grade 10 learners’ conceptual understanding of lightning. Proceedings from the 20th Annual Conference of the Southern Africa Association for Research in Mathematics, Science and Technology Education (SAARMSTE), Mafikeng, South Africa. ISBN: 978-0-9869800-5-3.

Nhalevilo Afonso, E. (2012). Reflecting on the experience from the South Africa-Mozambique systematic review project. Proceedings from the conference. University of Western Cape. ISBN: 978-0-86808-737-5.                                                          

Nhalevilo Afonso, E. (2011). Systematic Review on IKS research in Mozambique and South Africa. Proceedings from the 3rd international conference on the integration of science and indigenous knowledge systems. Cape Town.

Nhalevilo Afonso, E. & Ogunniyi, M. (2011). Teachers’ deconstruction of the image of science through contiguity argumentation theory- Paving the way for IKS in school curriculum. Proceedings from the 19th Annual Conference of the Southern Africa Association for Research in Mathematics, Science and Technology Education (SAARMSTE), Mafikeng, South Africa. ISBN: 978-0-9869800-0-8.

Matova, A. & Nhalevilo Afonso, E. (2011) Analogies in chemistry. Proceedings from the 19th Annual Conference of the Southern Africa Association for Research in Mathematics, Science and Technology Education (SAARMSTE), Mafikeng, South Africa. 978-0-9869800-0-8.

Afonso, E. Z. d. F. & Ogunniyi, M. (2010) Teachers’ perception of language of instruction and the contiguity argumentation theory. Proceedings from the 18th Annual Conference of the Southern Africa Association for Research in Mathematics, Science and Technology Education (SAARMSTE), Durban, South Africa. ISBN: 978-92-90043-9-8.

Afonso, E. Z. d. F (2009). Indigenous knowledge, local knowledge and local curriculum: Where are we now? Proceedings from the 17th Annual Conference of the Southern Africa Association for Research in Mathematics, Science and Technology Education (SAARMSTE), Grahamstown, South Africa. 978-92-990043-7-1.

Afonso, E. Z. d. F & Taylor, P.C. (2008). Endless journeys: Reflections on Language and Science Education- A Mozambican case. Proceedings from the 16th Annual Conference of the Southern Africa Association for Research in Mathematics, Science and Technology Education (SAARMSTE), Maseru, Lesotho.

Afonso, E. (2007). Developing Culturally inclusive philosophy of science teacher education Proceedings from the 15th Annual Conference of the Southern Africa Association for Research in Mathematics, Science and Technology Education (SAARMSTE), Maputo, Mozambique. ISBN: 978-92-990043-0-2.

Taylor, P. & Afonso, E. (2003). What is Mozambican Chemistry? An autobiographic inquiry. Annual NARST conference. Philadelfia.

Book Reviews:

Afonso, E. (2010): Referencias a filosofia Africana: Em busca da intersubjectividade. Jornal Savana.

Afonso E. (2011): O pensamento engajado. Jornal Noticias.

News Papers Scientific Communication

Nhalevilo Afonso, E. (2012). O papel da UP face aos desafios socio economicos de Moçambique. Jornal Savana, 2/03/2012, Maputo.

Co-leader in the Following Selected Projects

  • Systematic review and documentation on IKS research in Mozambique and South Africa (funded by NRF and FNI);
  • Interculture in teacher education program- HEP Switzerland-Pedagogical University Mozambique (Funded by PEERS program);
  • Local curriculum as possibility for emancipation (funded by Pedagogical University);
  • Bilingual education (Funded by UDEBA);
  • Local knowledge in artisanal fishing in Mozambique (Funded by FNI)

• Artigos científicos publicados em revistas cientificas de revisão de pares

Contactos:
• Profissional: Bairro Heróis Moçambicanos, Cidade Chimoio, Província de Manica


Cell:+(258)849001150; Fixo:+(258) ; 

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