Ana Lucia Lennert Da Silva

• Silva, Ana Lucia Lennert Da & Klausen, Siri Wieberg (2025). Change and stability: narratives of immigrant groups in history textbooks for secondary education in Norway. Multicultural Education Review. ISSN 2005-615X. 17(2), s. 179–195. doi: 10.1080/2005615X.2025.2498570. Fulltekst i vitenarkiv Vis sammendrag

  This study compared narratives of immigrant groups in history text-books for secondary education in Norway, before and after the lastcurriculum reform of 2020. This reform promoted diversity and cul-tural awareness among other values. This study found developmen-tal changes connected to immigrant groups, as indicated by anincreased focus on immigration and immigrants in the textbooksafter 2020. This study also identified similar narratives in books pre-and post- the curriculum reform. These are connected to the coun-try’s multiculturalism, transformation from a migrant-sending to animmigrant-receiving country, and different statuses of immigrants.Finally, a new narrative emerged in the textbooks after 2020, depict-ing refugees and asylum seekers as a strain on the Norwegian welfarestate. This narrative, seen as an elaboration of the others, can poten-tially exacerbate discrimination, hostility, and exclusion of thesealready marginalised groups in Norwegian society

• Silva, Ana Lucia Lennert Da & 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. 19(1), 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.

• Silva, Ana Lucia Lennert Da & 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. Fulltekst i vitenarkiv
• Silva, Ana Lucia Lennert Da (2021). Comparing teacher autonomy in different models of educational governance. Nordic Journal of Studies in Educational Policy. 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.

• Silva, Ana Lucia Lennert Da & Parish, Karen (2020). National curriculum policy in Norway and Brazil: translations of the global accountability logic. Nordic Journal of Comparative and International Education (NJCIE). 4(2), s. 64–83. doi: 10.7577/njcie.3721. Fulltekst i vitenarkiv Vis sammendrag

  This paper addressedin what ways national curriculum policy in Norway and Brazil adoptedthe global accountability logic of which OECD and other international organizations are proponents. It borrowedfrom an institutional logics perspective to explain the complexity found within the accountability logic across these two nation-states. The method used was thematic analysis of the national curriculum policy. The findings revealed that national curriculum policy is informed by the international context, but translated within national contexts. Norway elaborated the accountability logicto encompass multiple aspects of thislogic that reinforced each other to create a cohesive policy. In Brazil, tensions between different social groups resulted in a curriculum policy with contradictory aspects of the accountability logic. The translations of the global accountability logic reflected the context-specific features of each country andillustratedboth homogeneity and heterogeneity that still exists in different educational contexts.

• Silva, Ana Lucia Lennert Da & Mølstad, Christina Elde (2020). Teacher autonomy and teacher agency: a comparative study in Brazilian and Norwegian lower secondary education. The 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.

• Silva, Ana Lucia Lennert Da (2011). Condições de trabalho do professor de Sociologia. Cadernos Cedes. ISSN 0101-3262. 31(85), s. 383–403. doi: 10.1590/S0101-32622011000300005. Fulltekst i vitenarkiv

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• Silva, Ana Lucia Lennert Da & Mølstad, Christina Niemi (2024). Lykken er en læreplan. Lokalt arbeid med læreplaner. Fagbokforlaget. ISBN 9788245051223. 124 s. Fulltekst i vitenarkiv

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• Silva, Ana Lucia Lennert Da (2026). Constructing Teacher Autonomy in OECD TALIS: Continuities, Shifts, and Tensions (2008-2025). Fulltekst i vitenarkiv
• Klausen, Siri Wieberg & Silva, Ana Lucia Lennert Da (2026). Med Google, ChatGPT og Copilot som lærebok i samfunnsfaget. doi: https:/www.inn.no/om-universitetet/fakultet-for-lererutdanning-og-pedagogikk/arrangementer-fra-lup/internt-ki-seminar/index.html. Fulltekst i vitenarkiv
• Mølstad, Christina Niemi; Løfblad, Åse Wedø; Brønstad, Odin Thune; Sønsthagen, Sigrun; Laski, Alona & Bergseth, Kristin Kathinka Due [Vis alle 50 forfattere av denne artikkelen] (2026). Skroting av lærernormen – basert på forskning? doi: https:/www.utdanningsnytt.no/barnehage-klasseledelse-laerernorm/skroting-av-laerernormen-basert-pa-forskning/469012?fbclid=IwY2xjawQ54sJleHRuA2FlbQIxMQBzcnRjBmFwcF9pZBAyMjIwMzkxNzg4MjAwODkyAAEe5-ESejbAANeW9iL_Yi5PFe-M92Cok76QgWJztVKEVMpy9_jpymhzgRro7ls_aem_NkB3gbl0zcVLQ8D6kE2ejQ. Fulltekst i vitenarkiv Vis sammendrag

  Forslagene om å skrote lærernormen og fjerne øremerkede midler til toppbemanning i barnehage er på kollisjonskurs med profesjonsutøvernes fortellinger om knappe ressurser, og med forskningsbidrag i feltet.

• Silva, Ana Lucia Lennert Da (2025). Teacher Agency in a Testing Regime - A Comparative Study Between Brazil and Norway. Fulltekst i vitenarkiv
• Silva, Ana Lucia Lennert Da & Klausen, Siri Wieberg (2025). Endring og stabilitet: narrativer om innvandrergrupper i historiebøker for videregående opplæring i Norge. Fulltekst i vitenarkiv Vis sammendrag

  Denne presentasjonen handler om artikkelen som ble publisert i Multicultural Education Review i 2025.

• Silva, Ana Lucia Lennert Da (2025). Teacher agency in curriculum making – Norwegian teachers’ perceptions of curriculum work. Fulltekst i vitenarkiv Vis sammendrag

  This ongoing research explores how teachers in a Norwegian county exercise agency within the LK20 curriculum reform. It employs two traditions of curriculum control—process and product—to describe the contextual conditions in which teachers work. Using a theoretical framework of teacher agency, the study analyzes how teachers respond to the latest curriculum reform, particularly its emphasis on product control through competence goals and national standardized assessments. Data from interviews and teaching plans will be thematically analyzed. The findings aim to highlight curriculum work as both a structured and creative process within a context shaped by both process and product control, with an increasing emphasis on the latter.

• Klausen, Siri Wieberg & Silva, Ana Lucia Lennert Da (2025). Towards a digital epistemology? doi: https:/eera-ecer.de/conferences/ecer-2025-belgrade/ecer-programme. Fulltekst i vitenarkiv
• Silva, Ana Lucia Lennert Da & Mølstad, Christina Niemi (2025). Lærernes handlingsrom i LK20. Fulltekst i vitenarkiv
• Parish, Karen & Silva, Ana Lucia Lennert Da (2024). Methodological approaches to researching the global/local nexus. Fulltekst i vitenarkiv
• Silva, Ana Lucia Lennert Da (2024). The construction of teacher autonomy in the Teaching and Learning International Survey (TALIS). Fulltekst i vitenarkiv
• Silva, Ana Lucia Lennert Da & Mølstad, Christina Niemi (2024). Professional work with the national curriculum​. Fulltekst i vitenarkiv
• Silva, Ana Lucia Lennert Da & Mølstad, Christina Niemi (2024). Fagseminar om boken "Lykken er en læreplan". Fulltekst i vitenarkiv
• Silva, Ana Lucia Lennert Da & Mølstad, Christina Elde (2023). Teacher agency in an accountability context. Fulltekst i vitenarkiv
• Silva, Ana Lucia Lennert Da & Mølstad, Christina Elde (2023). Teacher agency and professional collaboration in a context of educational accountability. Fulltekst i vitenarkiv
• Parish, Karen; Silva, Ana Lucia Lennert Da & Tavares, Vander (2023). Inclusive Education and Special Needs Education in Norway: Possibilities and Challenges. Fulltekst i vitenarkiv
• Silva, Ana Lucia Lennert Da; Tavares, Vander & Parish, Karen (2023). Inclusive Education and Special Needs Education in Norway: Between Policy and Practice. Fulltekst i vitenarkiv
• Tavares, Vander; Parish, Karen & Silva, Ana Lucia Lennert Da (2023). Supporting Gifted Students in Norway​. Fulltekst i vitenarkiv
• Silva, Ana Lucia Lennert Da (2023). Urfolks plass i historielærebøker i Norge og Brasil. Fulltekst i vitenarkiv
• Silva, Ana Lucia Lennert Da (2022). Hvordan påvirker internasjonale undersøkelser lærernes praksis? Fulltekst i vitenarkiv
• Silva, Ana Lucia Lennert Da (2022). Some considerations about using different levels of context in a comparative study. Fulltekst i vitenarkiv
• Silva, Ana Lucia Lennert Da & Mølstad, Christina Elde (2022). Lærerautonomi i spennet mellom styring og profesjonelt samarbeid. Fulltekst i vitenarkiv
• Silva, Ana Lucia Lennert Da (2022). «Between global trends and national particularities – a comparison between curriculum policy and textbooks in Brazil and Norway». Fulltekst i vitenarkiv
• Silva, Ana Lucia Lennert Da & Mølstad, Christina Elde (2019). The multidimensionality of teacher autonomy – a comparative study in São Paulo state (Brazilian) and Norwegian schools. Fulltekst i vitenarkiv
• Silva, Ana Lucia Lennert Da (2019). The logic of accountability in national policy and teachers’ accounts – a comparative study between Brazil and Norway. Fulltekst i vitenarkiv
• Silva, Ana Lucia Lennert Da (2018). The OECD Teaching and Learning International Survey (TALIS) and the teaching profession in Brazil and Norway. Fulltekst i vitenarkiv
• Silva, Ana Lucia Lennert Da (2018). Teacher professionalism and autonomy in Brazilian (São Paulo state) and Norwegian schools. Fulltekst i vitenarkiv
• Silva, Ana Lucia Lennert Da (2021). Teacher autonomy and teacher agency in an accountability context: a comparative study in Norway and Brazil. Universitetet i Innlandet. ISSN 9788283803051. Fulltekst i vitenarkiv Vis sammendrag

  This study addresses teacher autonomy and teacher agency in public lower‐secondary schools in one Latin American country (Brazil) and one European country (Norway) that have different models of educational governance based on the implementation of test‐based accountability systems. This study employs semi‐structured interviews and secondary data to investigate teachers’ perspectives, and document analysis of curriculum policy to investigate the accountability context in which teachers’ work. Theoretically, this study draws on literature concerning teacher autonomy and teacher agency to investigate teachers’ perceptions of their autonomy and responses to policy. This study also applies institutional logics to describe the context of accountability in which teachers are situated. The findings show national actors interacting with the accountability logic to adapt this logic to national contexts. In addition, the findings show teachers engaging with the logic of accountability to make meaning of their actions in their local contexts of practice. Further, the findings show that the relationship between teacher autonomy and teacher agency in educational contexts marked by accountability is not necessarily linear. First, teachers perceive that they have autonomy to decide on their teaching and planning at the classroom level irrespective of models of educational governance. However, teachers report that they do not participate often in professional collaboration in schools. Professional collaboration may allow for collegial teacher autonomy or decision‐making at the school level. Teachers also report low perceived social value and policy influence. These two factors may provide insight into professional teacher autonomy in which teachers are able to influence the framings of the profession at the policy level. Second, despite educational systems of strong state control that restrict teacher autonomy, teachers are able to achieve agency by using reflexivity and creativity to define their own practices in the interest of students and learning. In this sense, teachers may be policy adopters, but they also can adapt and translate accountability policy to their local situations, although bounded by their contexts.

• Silva, Ana Lucia Lennert Da (2017). Between the global and the national. The concept of competence in the national curriculum of Brazil and Norway. Universitetet i Oslo. Fulltekst i vitenarkiv 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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