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Cláudio   da Silva

PhD Student
The Centre for Research and Intervention in Education (CIIE)
Faculty of Psychology and Education Sciences - University of Porto(FPCEUP) (Portugal)
I speak in the following language(s): Portuguese, English, Tok Pisin

Cláudio da Silva is a Ph.D. candidate in the Education Sciences program at the University of Porto, Portugal. In 2016, he earned a master's degree in Social Education, Development, and Local Dynamics from the University of Coimbra, Portugal. As an undergraduate, he pursued studies in biology at the Brazilian Pontifical Catholic University of São Paulo (PUC-SP) and education in a specialized Japanese-Brazilian bi-national program offered in Japan by the Federal University of Mato Grosso (UFMT).
Following his master's degree, Cláudio worked as an environmental education coordinator in Brazil at the NGO Association Mata Ciliar in Jundiaí, São Paulo. He then moved to Japan in 2005, where he worked as a teacher in schools for Brazilian immigrant children. Initially, he taught at the Paulo Freire Community School in Toyota City, Aichi Prefecture, and later at the Professor Kawase Brazilian School in Ōgaki, Gifu Prefecture.
His current research focuses on the integration of indigenous and scientific knowledge in indigenous communities in New Ireland Province, Papua New Guinea. This project is affiliated with the Centre for Research and Intervention in Education (CIIE) at the Faculty of Psychology and Education Sciences - University of Porto (FPCEUP), Portugal, and is supported by the Portuguese Funding Agency for Science and Technology (FCT/Ministry of Science, Technology, and Higher Education).
Education sciences
Member of
Association for Social Anthropology in Oceania (ASAO)
European Society for Oceanists (ESfO)
Geographic administrative areas
Papua New Guinea
New Ireland (Papua New Guinea)
Geographic places
Historical periods
Precolonial Australia
The Colonial time
20th century
21st century
  • Masters Research (2016 to 2016)
    Birds in Nalik Culture: (Re)Discovering the Voice of the Community through Action Research (Papua New Guinea) — University of Coimbra - Portugal
    This work aimed to record and document the lifestyle, stories and folk tales about birds present in the cultural imagination of one of the numerous Papua New Guinean ethnic groups, the Nalik people. This research was conducted at Madina and Luaupul villages in New Ireland Province during the months between August to November 2016. Among the intended objectives were enhancing an awareness of cultural biodiversity and contributing to the empowerment of the community through renewed interest in its cultural heritage. The participants were six and seventh grade students and members of the local community. Research was conducted through three steps: (1) recordings of oral narratives in the community, and subsequent interpretation of their symbols in the local context; (2) exploration of these recordings through interdisciplinary activities with the students and developing the transposition of oral narratives into drawings and written forms; (3) validation and correction of the students' text by the community. The material resulting from this process was subsequently edited and the final output was the short jointly authored book, A Maani: Birds and Nalik Culture, created through the eyes and experiences of the participants of the project.

    Keywords: action research; traditional knowledge; indigenous community; educational project; Papua New Guinea; Nalik
  • PhD Research (2019 to ...)
    Integration of indigenous knowledge in the school curriculum: a pedagogical construction mediated by intercultural dialogue with indigenous communities in Papua New Guinea — University of Porto - Portugal
    Although Papua New Guinea is a multicultural country, encompassing the greatest linguistic diversity in the world, its educational system is monolingual and disconnected from its cultural multiplicity. This study proposes, from an intercultural framework, to understand the existing interactions between school knowledge and indigenous knowledge in ethnic communities in Papua New Guinea. It seeks the production of knowledge by understanding the values and meanings attributed to these different epistemologies, both by educational agents and by members of the communities involved in the pedagogical process. This includes documenting experiences and traditional knowledge mediated by critical intercultural dialogue in the construction of new teaching and learning situations. The research, conducted through a case study, will be carried out through the partnership between the school and the community. Ethnographic techniques will be applied in recording narratives, concurrent with an interdisciplinary educational project involving students and teachers. The goal is to create a participatory book representing the mediation between local traditional knowledge and practices and school knowledge. The expectation is to outline a methodology that can be adapted, with contextualization, in other indigenous and/or traditional communities.

    Keywords: Intercultural Education; Indigenous Knowledge; Curriculum and Integration of Knowledge; Recognition of Traditional Knowledge and Practices; Post-colonialism
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    Some figures...

    The database of experts counts today 1236 profiles, of which 593 are publicly accessible, while 643 have chosen to remain private.

    These persons have defined 747 unique keywords in which they situate their research interests and expertise.

    They have also defined and described 648 'experiences' (research and teaching activities, consulting work, or applied projects) in which they have contributed.