A public-facing article disseminating my IFRJ thesis, in press (accepted for publication) in RENOTE — Revista Novas Tecnologias na Educação (UFRGS). It brings to a wider audience the document-analysis protocol developed in the research to assess institutional AI readiness from IFRJ's Institutional Development Plan. RENOTE holds an A4 rating in the CAPES/Qualis system (2017–2020 cycle).
Experience report Integra Perifa 2.0: Techno-ethical Praxis and Digital Citizenship in Peripheral Communities, accepted for the Paulo Freire Conference 2026 and invited for an in-person presentation at Teachers College, Columbia University, in New York (18–19 September 2026). The work documents the Technoethical Praxis developed with community educators in vulnerable communities — and the digital literacy and ethics game created by the project's own students.
In June 2026, I successfully defended my thesis for the Specialisation in Informatics Applied to Education at IFRJ. The research contrasts IFRJ's Institutional Development Plan (PDI 2024–2028) with the demands of Brazil's National Artificial Intelligence Plan (PBIA, 2025) to gauge institutional readiness for AI. The diagnosis revealed a complete absence of AI terminology in the plan and only partial or incipient readiness across the five analysed blocks — a mismatch between the pace of the national AI agenda and the five-year cadence of institutional planning. The full work will be available to read soon.
In 2025, I was invited to build a new educational approach for the Integra Perifa programme. In partnership with Instituto Cidades Invisíveis and with support from Instituto Nexxera, I developed a methodology focused on training community educators and fostering digital citizenship in vulnerable communities. The project grounded the Technoethical Praxis — combining Paulo Freire with authors linked to the Civics of Technology project to awaken critical awareness of the technological world and expose the power structures behind the screen. As a practical outcome of this training, the students themselves created and built a narrative RPG game focused on digital literacy and ethics.
I served as a panellist representing SENAC Santa Catarina at this national webinar hosted by SENAC Brasil, alongside representatives from Fundação Lemann and Khan Academy. The debate confronted the uncritical adoption of generative AI with the historical resistance to calculators in schools — and what that inconsistency reveals about pedagogical intentionality.
State-wide training delivered to the pedagogical teams of SENAC SC, bringing together pedagogues and psychologists from across the state. Critical approach to educational technologies grounded in Larry Cuban, Neil Selwyn and Audrey Watters — against the hype and in favour of pedagogical intentionality.
Discussion circle facilitated for the team at NEIM Bem-te-vi, a public early childhood school in Florianópolis. Drawing on The Manufacture of Digital Morons (Michel Desmurget) and my master's research, it addressed the urgency of critical digital literacy for early childhood.
Lecture on time management in the workplace delivered to innovation leaders at CDL Florianópolis. Drawing on Saint Augustine's categories of time and Michel Foucault's reflections, the talk aimed to dismantle the anxiety of "not having enough time." The approach proposed moving away from the mechanical logic of hitting targets in favour of placing purpose and conscious action in the present as the true engines of productivity.
In November 2023, I defended my master's dissertation at PPGECT/UFSC. The research investigated how professionals at Santa Catarina's Educational Technology Centres perceived the risks of Google Classroom during the pandemic — and the result was unsettling: 71.4% of them failed to identify real threats, even in the face of risks and harms verified in the data. Grounded in Neil Selwyn and Ulrich Beck, the dissertation argues that the invisibility of technological risk is not naivety — it is a structural effect of the way the EdTech industry operates.
Top 5 of 76 dissertations · Outstanding Quadrennial 2021–24 · Sucupira Commission
[PDF] UFSC Repository ↗
As Social Projects Manager at Projeto Cidades Invisíveis, I worked directly on consolidating and expanding this pilot project in Florianópolis. Far beyond physical infrastructure, the initiative mapped the landscape and built learning pathways focused on the community's real needs — from access to basic rights to curriculum planning covering introductory programming and entrepreneurship. The guiding principle was already clear: digital literacy is not a luxury, it is a vector for guaranteeing citizenship.
Institutional Readiness for Artificial Intelligence: a document-analysis protocol applied to IFRJ's strategic planning · RENOTE/UFRGS · Qualis A4 (in press)
Artificial Intelligence and Institutional Planning: IFRJ's Readiness Level in light of Brazil's AI Plan · IFRJ · defended Jun 2026
Google Classroom — solution or threat? · UFSC · Sucupira Outstanding 2021–24
Read ↗Passando a boiada digital: questões éticas da entrada do Google na educação pública brasileira · Seminário WebCurrículo
Read ↗Technological Disposability as Incorporated Transparency: A Postphenomenological Take on Smartphones · Academia Letters
Read ↗As tecnologias na educação básica durante a pandemia e a necessidade de um olhar crítico · Seminário WebCurrículo
Lattes ↗Don Ihde's Postphenomenology: a path for analysing the intentionality of technological devices · UFSC
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