Ana Lucia Lennert Da Silva

• Lennert Da Silva, Ana Lucia & Klausen, Siri Wieberg (2023). Convergence and divergence: Depictions of indigenous peoples in secondary school history textbooks from Brazil and Norway. Research in Comparative and International Education. ISSN 1745-4999. s. 1–20. doi: 10.1177/17454999231216653. Fulltekst i vitenarkiv Vis sammendrag

  This study explores and compares the ways in which indigenous peoples are depicted in current secondary school history textbooks in Brazil and Norway. This study seeks to show both convergence and divergence in narrative patterns by employing qualitative data analysis. Convergence is found, in particular, in: the mandatory inclusion of the topic of indigenous peoples in national curricula; school textbooks describe these groups as homogeneous groups and ethnic minorities that still suffer discrimination and exclusion. Regarding divergence, we highlight that: the definition of indigenous peoples is context dependent. In Brazil, textbooks are explicit regarding violence, while the Norwegian ones provide minimal descriptions of it; in Brazilian textbooks, indigenous peoples are depicted as part of the Brazilian society, both victims and agents of their destiny, while the Norwegian ones depicted them as “the other” and focused on their victimization. The article reflects on the social implications of these narrative patterns for these groups.

• Lennert Da Silva, Ana Lucia & Mølstad, Christina Elde (2022). Lærerautonomi i spennet mellom styring og profesjonelt samarbeid. I Mausethagen, Sølvi & Helstad, Kristin (Red.), Skoleutvikling - i forskning, politikk og praksis. Cappelen Damm Akademisk. ISSN 9788202717728. s. 196–213.
• Lennert Da Silva, Ana Lucia (2021). Comparing teacher autonomy in different models of educational governance. Nordic Journal of Studies in Educational Policy. ISSN 2002-0317. doi: 10.1080/20020317.2021.1965372. Fulltekst i vitenarkiv Vis sammendrag

  This article addresses teacher autonomy in different models of educational governance using quantitative data from the OECD TALIS 2018 and qualitative data from a study on teacher autonomy conducted in Norway and Brazil. In this article, teacher autonomy is seen as a multidimensional concept referring to decision-making and control in relation to state governance. Further, the different degrees of implementation of accountability measures across countries determine the models of educational governance. The quantitative data reveals no clear pattern between teacher autonomy and models of educational governance. In general, teachers perceive that they have good control over teaching and planning at the classroom level. However, teachers report that they participate to a lesser degree in professional collaboration in schools, which could allow for collegial teacher autonomy. Teachers also report low perceived social value and policy influence, which may provide insight into professional teacher autonomy at the policy level. This article also shows the relevance of a detailed description of the country cases to gain a better understanding of the multiple dimensions of teacher autonomy.

• Lennert Da Silva, Ana Lucia & Mølstad, Christina Elde (2020). Teacher autonomy and teacher agency: a comparative study in Brazilian and Norwegian lower secondary education. Curriculum Journal. ISSN 0958-5176. 31(1), s. 115–131. doi: 10.1002/curj.3. Fulltekst i vitenarkiv Vis sammendrag

  Teacher autonomy and teacher agency are positively related to teachers’ motivation and engagement in teaching. This paper combines the concepts of teacher autonomy and teacher agency to study how Brazilian and Norwegian lower secondary teachers respond to an accountability system marked by a centralised outcomes‐based curriculum and testing. Teacher autonomy concerns the relations between teachers’ scope of action and the state’s role in providing resources and regulations that extend or constrain this scope of action. Teacher agency refers to teachers’ professional action based on their perceptions and experiences of their scope of action as they navigate accountability to respond to educational dilemmas at hand. The findings show that teachers navigate policies in a variety of forms to fit their needs and beliefs and those of their students. Brazilian teachers have a constrained scope of action and possibilities for achieving agency in comparison with their Norwegian counterparts. Norwegian teachers also have their individual autonomy constrained by extended state control over the curriculum and testing. However, the practice of collective work opens up for the exercise of agency because of the possibility of reflection and collective construction of teaching plans and strategies that frame and legitimise teaching work.

• Lennert Da Silva, Ana Lucia & Parish, Karen (2020). National curriculum policy in Norway and Brazil: translations of the global accountability logic. Nordic Journal of Comparative and International Education (NJCIE). ISSN 2535-4051. 4(2), s. 64–83. doi: 10.7577/njcie.3721. Fulltekst i vitenarkiv
• Lennert Da Silva, Ana Lucia (2011). Condições de trabalho do professor de Sociologia. Cadernos Cedes. ISSN 0101-3262. 31(85), s. 383–403. doi: 10.1590/S0101-32622011000300005.

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• Lennert Da Silva, Ana Lucia & Mølstad, Christina Niemi (2024). Professional work with the national curriculum​.
• Lennert Da Silva, Ana Lucia & Mølstad, Christina Elde (2023). Teacher agency in an accountability context.
• Lennert Da Silva, Ana Lucia (2023). Urfolks plass i historielærebøker i Norge og Brasil.
• Parish, Karen; Lennert Da Silva, Ana Lucia & Tavares, Vander (2023). Inclusive Education and Special Needs Education in Norway: Possibilities and Challenges.
• Lennert Da Silva, Ana Lucia; Tavares, Vander & Parish, Karen (2023). Inclusive Education and Special Needs Education in Norway: Between Policy and Practice.
• Tavares, Vander; Parish, Karen & Lennert Da Silva, Ana Lucia (2023). Supporting Gifted Students in Norway​.
• Lennert Da Silva, Ana Lucia & Mølstad, Christina Elde (2023). Teacher agency and professional collaboration in a context of educational accountability.
• Lennert Da Silva, Ana Lucia (2022). Hvordan påvirker internasjonale undersøkelser lærernes praksis?
• Lennert Da Silva, Ana Lucia & Mølstad, Christina Elde (2022). Lærerautonomi i spennet mellom styring og profesjonelt samarbeid.
• Lennert Da Silva, Ana Lucia (2022). «Between global trends and national particularities – a comparison between curriculum policy and textbooks in Brazil and Norway».
• Lennert Da Silva, Ana Lucia (2022). Some considerations about using different levels of context in a comparative study.
• Lennert Da Silva, Ana Lucia (2019). The logic of accountability in national policy and teachers’ accounts – a comparative study between Brazil and Norway.
• Lennert Da Silva, Ana Lucia & Mølstad, Christina Elde (2019). The multidimensionality of teacher autonomy – a comparative study in São Paulo state (Brazilian) and Norwegian schools.
• Lennert Da Silva, Ana Lucia (2018). Teacher professionalism and autonomy in Brazilian (São Paulo state) and Norwegian schools.
• Lennert Da Silva, Ana Lucia (2018). The OECD Teaching and Learning International Survey (TALIS) and the teaching profession in Brazil and Norway.
• Lennert Da Silva, Ana Lucia (2021). Teacher autonomy and teacher agency in an accountability context: a comparative study in Norway and Brazil. Høgskolen i Innlandet.
• Lennert Da Silva, Ana Lucia (2017). Between the global and the national. The concept of competence in the national curriculum of Brazil and Norway. 7Letras. Vis sammendrag

  The aim of this study was to see the influence of the concept of competence on the national curriculum of Brazil and Norway. The competence framework, developed by the OECD (Organization for Economic Co-operation and Development), which serves as a theoretical foundation for the PISA (Programme for International Student Assessment), was chosen to approach this issue. This study is a qualitative multiple-case study, using document analysis and semi-structured interview with teachers as research tools. This study showed that Brazil and Norway adopt the concept of competence in curricular documents and practice. On the other hand, the way Brazil and Norway adopt this concept varies according to their national contexts, as the current educational situation, the national history and heritage, the connectivity with global questions, the teachers’ perceptions, working and pedagogical conditions.

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