Perfil da Reitora

Article Index

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.