Dr Cristiene A. S. Carvalho

Position: Lecturer
Study area: Early Childhood Education
Location: Berwick Campus, Office 129B, Building 901
Phone: 8780 5730
Email: c.carvalho@federation.edu.au
ORCID ID: https://orcid.org/0000-0002-1343-3388

Qualifications

PhD in Education – Federal University of Minas Gerais/Brazil – 2017

Master in Education – Federal University of Minas Gerais/Brazil – 2014

Bachelor in Early Childhood Teaching – Victoria University – 2024

Bachelor of Education/Pedagogy – University of Uberaba/Brazil – 2016

Bachelor of Performing Arts – Federal University of Ouro Preto/Brazil – 2008

Graduate Diploma in Education Studies/Methods and Techniques of Research Federal University of Ouro Preto/Brazil – 2008-2012

Graduate Diploma in Education Studies/Planning and Development of Online Education Federal University Fluminense/Brazil – 2010-2012

Diploma of Early Childhood Education – Melbourne City Institute of Education – 2021

Teaching

Courses

  • Bachelor of Education (Early Childhood Education)
  • Bachelor of Education (Early Childhood and Primary Education)

Units

  • Diversity: Children, Families and Community (EDECE 2001)
  • Catering for Diversity in Inclusive Early Childhood Settings (EDECE 3024)
  • Social Justice in Early Childhood (EDECE 4004/ ECCEL 3712)
  • Planning, Supporting and Assessing (EDECE 1020)
  • Art, Movement and Music in Early Childhood (EDECE 3028)
  • Curriculum Approaches (EDECE 2016)

Biography

Dr Cristiene Carvalho is an Early Childhood and Primary Education lecturer at the Institute of Education, Arts, and Community at Federation University Australia. As an early-career researcher, she develops projects on rural education, social representations, critical pedagogies, social justice, and art education.

Cristiene completed her PhD in 2017 in the Education Department at the Federal University of Minas Gerais, Brazil. Her dissertation analysed the social representations of pedagogical and cultural practices developed by in-service teachers in rural areas committed to agrarian reform and equality.

Her previous roles as a researcher, lecturer, and coordinator of continuous education for rural teachers at the Federal University of Minas Gerais and the Federal University of Ouro Preto were crucial in shaping her teaching philosophy, emphasising social justice, inclusion, and diversity.

After moving to Australia in 2018, Cristiene engaged deeply with Australian frameworks for Early Childhood Education, working in the Early Childhood Sector while completing her bachelor's degree in early childhood teaching in 2024.

Currently, her research concentrates on inclusion and diversity practices in the Early Childhood sector and projects that apply Paulo Freire's critical pedagogy to rural education and physical education. She has presented her work at AARE and ATEA conferences, supervises placements in Early Childhood, and is actively involved in research groups such as SJIDE (Social Justice Inclusion, Diversity, and Education) at Federation University, GERES (Group of Research and Studies in Social Representations), and LeCampo (Research Group of Rural Education) in Brazil.

Areas of Expertise

Cristiene’s main areas of expertise are critical pedagogies, early childhood, artistic practices, rural education, social justice, social representations, research methods and online education. She established partnerships with communities, particularly with activists and social movements focused on agrarian reform, applying Paulo Freire's philosophy to create a pedagogical analysis of society. Cristiene’s research interests can be slotted into three categories:

(1) Social Justice and critical pedagogies

Cristiene’s research into critical pedagogies, particularly Paulo Freire's philosophy, has been essential in connecting discussions from her research into continuous training programs for in-service rural teachers. Her experience coordinating the Continuos teacher education program “Escola da Terra” for 1,200 rural teachers in Minas Gerais State in Brazil has successfully discussed and applied critical pedagogies in rural schools as a way for teachers to advocate for the rights of rural communities and social justice.

(2) Artistic practices, cultural identities and education

Her early experience as a performing arts teacher inspired her research career to investigate the arts and the cultural elements shaping the identities of teachers and students. Cristiene has been applying a decolonial perspective of artistic practices to see how they empower students to connect with their traditional, rural, remote, and Indigenous communities. She has been publishing books, chapters, and articles and developing speeches with teachers to promote debate around arts and culture in education. She uses the Theory of Social Representations to analyse the integration between feelings, thoughts and practices of arts at schools.

(3) Rural Education

Cristiene firmly commits to her research on rural education and remote and Indigenous communities. From her experience in Brazil, where she created partnerships with universities, communities and social movements/activists of Agrarian Reform, she has been using her research to advocate for the rights and needs of this population. As part of the SIG Rural Education at AARE, Cristiene has been analysing the Australian scenario to see how the university can articulate with rural communities to contribute with practices and research to minimise significant issues and how the education area can support this scenario.

(4) Early Childhood Teaching

Cristiene has been lecturing Early Childhood Teacher's primary and secondary teachers since 2007. She is interested in developing reflections on placements, connections to universities and schools, diversity in Early Childhood, and developing teaching practices connecting preservice teachers with education challenges. At Federation, she has been interested in promoting engagement by promoting circles of culture and reflective practice.

Research Interests

  • Early Childhood Education
  • Rural Education
  • Artistic Practices
  • Social Representations – Serge Moscovici and Denise Jodelet's theories
  • Social Justice and Critical Pedagogy- Paulo Freire's philosophy

Supervision

Cristiene is available to supervise Master and PhD students.

Publications

Books

Carvalho, C.A.S. (2018). ‘Representações Sociais das práticas artísticas na formação e atuação de professores do campo.’ (Social representations of artistic practices in the teacher training and performance of rural teachers) Curitiba: APPRIS Editora.

Carvalho, C.A.S.; Martins, A.A. (Ed) (2016). ‘Práticas artísticas do campo.’ (Rural artistic practices), Autêntica Editor.

Carvalho, C.A.S.; Araujo, A.F. (Ed) (2020). Educar é um ato político: Educação do Campo e seus princípios (Educating is a political act: Rural education and its principles). Diálogo Freiriano Editor.

Carvalho, C.A.S.; Araujo, A.F.(Ed) (2020). Educar é um ato político: Educação do Campo, pedagogia da alternância e a universidade (Educating is a political act: Rural education, pedagogy of alternance and the University). Diálogo Freiriano Editor.

Book chapters

Carvalho, C.A.S. (2022). Um olhar sobre a experiência de formação no Programa Escola da Terra Minas Gerais- oferta 2014-2016. (The experience of Program Escola da Terra Minas Gerais) In: Maria Isabel Antunes-Rocha e Erica Fernanda Justino (Eds). Escola da Terra: Desafio e possibilidades para a formacao de professores: Autêntica Editor.

Carvalho, C.A.S.; Ribeiro, L.P. Antunes-Rocha, M.I. (2021). Social Representations in motion: Concept construction on changing subjects and contexts. In: Clarilza Prado de Sousa; Serena Eréndira Serrano Oswald. (Eds.). Social representations for the Anthropocene perspectives. 1ed.: Springer Nature.

Carvalho, C.A.S. (2021). Autonomia, indignação e esperança: O legado de Paulo Freire e Educação do Campo. (Autonomy, indignation and hope: The legacy of Paulo Freire and Rural Education)  In: Ivo Dickmann I; Dickmann. I.V. (Eds.).100 anos com Paulo Freire. Livrologia editor.

Carvalho, C.A.S.; Araujo, A.F.(2020). Tecendo reflexões sobre a educação do Campo como uma proposta política. (Reflections about rural education às a critical and political education in Brazil. In: Carvalho, C.A.S.; Araujo, A.F (Eds) Educar é um ato político: Educação do Campo e seus princípios.: Diálogo Freiriano Editor.

Carvalho, C.A.S. Antunes-Rocha, M.I (2020). A mística como um elemento pedagógico e político no contexto da Educação do Campo. (The practice of mística in social movements as a pedagogical and political element in the scenario of rural education in Brazil). In: Carvalho, C.A.S.; Araujo, A.F (Eds).Educar é um ato político: Educação do Campo e seus princípios. Diálogo Freiriano Editor.

Mendes, P.; Carvalho, C.S. S. Carie, N. (2020). As repercussões da experiência da mística: Um projeto para os estudantes da Escola família agrícola Bontempo.(Repercutions of mística experience: A project in the Familiy School in Alternance Bontempo.) In: Carvalho, C.A.S.; Araujo, A.F (Eds). Educar é um ato político: Educação do Campo , pedagogia da alternância e a universidade- Diálogo Freiriano editor.

Carvalho, C.A.S. (2019). Formação, prática e reinvenção da docência.(Teacher education, practical pedagogies and teacher’s practices reelaborations) In:Lebourg, E.H.  (Ed.). Professores em travessia pela educação: textos sobre pra'ticas docetes e transformação. Pipa editor.

Carvalho, C.A.S. (2019). Reflexões sobre a pedagogia da indignação para os dias 24 e 25 de dezembro.(Reflections about the Paulo Freire Theory’s in Pedagogy of Indignation in the days 24 and 25 of December) In: Dickmann, I.; Dickmann, I.V.. (Org.). 365 dias com Paulo Freire. 1ed.São Paulo: Diálogo Freiriano editor.

Carvalho, C.A.S.; Justino, E. F.; Antunes-Rocha, M.I. (2018). Escola da Terra: construções teórico/metodológicas na formação continuada de educadores na perspectiva da Educação do Campo. (Escola da Terra Project of teacher training: theorical and methodological reflections in the context of rural education in Brazil) In: Araujo, M.D. N.; Hage, S.A. M. ; Silva, H. D. S. A. ; Fonseca, J. D. (Eds) Programa Escola da Terra: cartografia da diversidade e complexidade de sua execução no Brasil.: Editora CRV.

Carvalho, C.A.S.; Justino, E. F.; Antunes-Rocha, M.I. (2018). Escola da Terra Minas gerais: relato de uma experiência.(The esperience of the Escola da Terra Teacher trainign program in the State of Minas Gerais/Brazil) In: Araujo, M.D. N.; Hage, S.A. M. ; Silva, H. D. S. A. ; Fonseca, J. D. (Eds) Programa Escola da Terra: cartografia da diversidade e complexidade de sua execução no Brasil. 1ed.Curitiba: Editora CRV.

Carvalho, C.A.S (2018). Práticas artísticas em movimento na formação de educadores do Campo: uma análise na perspectiva das representações sociais. (Artistic practices in movement in the process of teacher training in University: Social Representation perspective analysis) In: Luiz Paulo Ribeiro; Maria Isabel Antunes-Rocha. (Org.). Representações Sociais em Movimento: pesquisas em contextos educativos geradores de mudança. APPRIS editora.

Carvalho, C.A.S.; Justino, E. F.; Antunes-Rocha, M.I. (2018). Escola da Terra Minas Gerais: formação de educadores para atuar em turmas multisseriadas nas escolas do campo. (The program Escola da Terra and multi-serial-classes in Rural Education) In: Hage, S.A. M.; Lima, I. M. S.; Souza, D. D.(Eds.). Escola Pública do Campo: perspectivas da (multi) seriação.CRV

Carvalho, C.A.S.; Afetividade e EaD: um estudo sobre o desenvolvimento de vínculos afetivos no professo de mediação pedagógica de trabalhos de conclusão de curso.(Affection and Distance Education- A Study about the Development of Affection in the process of Supervising Pre-service Teachers during their Final Placement) In: Melo, S.A. M.; Costa, J.L. (Eds) Educação a Distância e a Formação de Professores: Pesquisas, Experiências, Relatos. Curitiba: APPRIS.

Amorim-Silva, K.; Carvalho, C.A. S. (2017). O teatro vai à prisão: O caso da Penitenciária José Maria Alkmim. (Performing Arts classes inside the prision) In: Fidalgo, F. ; Fidalgo, N. (Eds)  SISTEMA PRISIONAL Teoria e pesquisa. 1ed.Belo Horizonte: UFMG editor.

Carvalho, C.A. S. (2017). Carta 17- Ao mestre Paulo Freire gratidão por fortalecer minha vida com indignação e esperança.(Letter to the Paulo Freire: gratitude, hope and indignation) In: Dickmann, I.. (Eds).). Pedagogia da gratidão: cartas a Paulo Freire.: Dialogar

Carvalho, C.A.S.; Antunes-Rocha, M.I. (2016). Quando a Educação do Campo interroga as práticas artísticas: tecendo reflexões.(When the rural education interrogate artistic practices)  In: Cristiene Adriana da Silva Carvalho;Aracy Alves Martins. (Org.). PRÁTICAS ARTÍSTICAS DO CAMPO. 1ed. Belo Horizonte: Autêntica.

Refereed journal articles

CARVALHO, C.A.S. Social representations of artistic practices in rural schools. Revista Brasileira de Educação do Campo: Brazilian Journal of Rural Education, v. 6, p. 1-22, 2021.

CARVALHO, C.A.S.; ANTUNES-ROCHA, M. I. Práticas Artísticas no Campo: A Luta como Categoria Pedagógica Para a Transformação Social. (Artistic practices in rural territory.: The resistance as a pedagogical category to transform society) Revista Brasileira de Educação do Campo: Brazilian Journal of Rural Education, v. 6, p. 1-22, 2021.

CARVALHO, C.A.S.; ANTUNES-ROCHA, M. I. . Práticas artísticas nas escolas do campo: Uma forma de linguagem para ler e interpretar o mundo. (Artistic practices in rural schools: A way of language to read and understand the World) Linha Mestra, v. 42, p. 30-39, 2020.

CARVALHO, C.A.S.; RIBEIRO, L. P.; ANTUNES-ROCHA, M. I. Representações sociais em movimento: uma análise de duas pesquisas no âmbito da educação do campo da FaE-UFMG. (Social representations in movement: An analysis of two pieces of research in the context of rural education in FAE/UFMG/Brazil) Educação e Cultura Contemporânea, v. 14, p. 343-366, 2017.

CARVALHO, C.A.S.; MARTINS, A. M.  L. P.; ANTUNES-ROCHA, M. I. Pesquisa em representações sociais no Brasil: cartografia dos grupos registrados no CNPq. (Research in social representations in Brazil: cartographic of the groups registered on CNPq) Psicologia, Teoria e Prática, v. 16, p. 104114, 2014.

Refereed conference proceedings

Carvalho, C.A.S. (2023). Artistic Practices in Rural Education: Struggle as Pedagogical Category for Social Transformation- AARE Australian Association For Research In Education Conference. SIG Art and Education. University of Melbourne, Australia.

Carvalho, C.A.S. (2023). The influence of Paulo Freire’s critical theory in the Brazilian rural education movement- AARE Australian Association For Research In Education Conference. SIG Educational Philosophy and Theory- University of Melbourne, Australia.

Carvalho, C.A.S. (2023). Artistic practices in rural teacher education in Brazil- ATEA Australian Teacher Education Association Conference. Brisbane, Australia (online).

Carvalho, C.A.S.; Antunes-Rocha, M.I. (2018). Movimento das Representações sociais na formação e prática docente de professores do Campo. (The movement od social representation for rural teachers during the teacher education program in Brazil)XIV Conferencia Internacional sobre Representaciones Sociales.Buenos Aires, Argentina.

Carvalho, C.A.S.; Antunes-Rocha, M.I. (2017). Práticas artísticas na formação de educadores do campo: Um estudo na perspectiva das representações sociais. (Artistic practices in the rural teacher education in Brazil) - 69ª Reunião Anual da SBPC. Belo Horizonte, Brazil.

Carvalho, C.A.S.; Antunes-Rocha, M.I. (2017). Representações sociais na formação e prática de professores do campo. (Social Representations of rural educators) X Jornada Internacional sobre Representações Sociais. Belo Horizonte, Brazil.

Carvalho, C.A.S.; Antunes-Rocha, M.I. (2016). Práticas artísticas na formação de professores do campo: Uma análise a partir das Representações Sociais- (Artistic practices and the teacher education journey) 13a Conferência Internacional sobre Representações Sociais 13ème Conférence Internationale sur les Représentations Sociales 'Epistémologies de la vie quotidienne', Marseille, France.

Carvalho, C.A.S. (2016). O estado da arte na Educação do Campo (The State of Ar of Rural Education). I Seminário Internacional de Educação do Campo. Uberlândia, Brazil.

Carvalho, C.A.S. ;Antunes-Rocha, M.I. (2016). O programa Escola da terra Minas Gerais.(The Progrma Escola da Terra) I Seminário Nacional do Programa Escola da Terra, Brasília, Brazil.

Carvalho, C.A.S. (2016). O materialismo histórico-dialético no processo analítico das práticas artísticas dos estudantes do curso de Licenciatura em Educação do Campo da FAE UFMG.(The materialism historical and dialectical during teacher education program for rural teachers) I Simpósio Nacional Educação, Marxismo e Socialismo. Belo Horizonte, Brazil.

Carvalho, C.A.S.; Antunes-Rocha, M.I. (2016). Representações Sociais sobre às práticas artísticsa na formação de licenciandos em Educação do Campo. (Social representations and artistic practices of rural teachers) Simpósio Internacional Trabalho, Relações de Trabalho, Educação e Identidade. .Belo Horizonte, Brazil.

Carvalho, C.A.S.; Ribeiro, L.P.; Antunes-Rocha, M.I. (2016). O estudo das representações sociais em contextos em movimento: experiências teórico metodológicas do grupo de estudos em reoresentações sociais da FAE/UFMG.VI SERS - Simpósio Internacional de Educação, Representações Sociais e Subjetividade. Salvador, Brazil.

Associations

  • AARE – Australian Association Research in Education – SIGS: Early Childhood, Rural Education and Social Justice
  • ATEA – Australian Teacher Education Association
  • ECA – Early Childhood Australia