Dr. Gustavo Moura

PhD

Pronouns: He/Him/His

Positions

Postdoctoral Fellow

Werklund School of Education, Specialization, Language and Literacy

Contact information

gustavo.dacunhamoura@ucalgary.ca

Background

Educational Background

PhD Education, University of Manitoba, 2022

Master's Language Studies and Literature, Mato Grosso do Sul State University, 2017

CV PDF File

Biography

As a junior scholar, Dr. Moura is leading relevant sociological, educational, and technological research studies nationally and internationally. He has engaged with innovative studies that translate transdisciplinary approaches into pivotal transformational strategies within teaching and learning. He continues to broaden his research silos, and he has been assertively working with rural and urban educational contexts to capture the needs of community members, especially marginalized individuals like queer folks, Canadian immigrants and refugees, and rural educators. Dr. Moura’s postdoctoral fellowship includes overseeing Dr. Zaidi’s study on Connecting Newcomers’ Resilience to Place and Spaces in Adopted Lands. Prior to joining the team as a postdoc, he was brought into the Werklund School of Education as a Research Associate to collaborate with Dr. Zaidi on another project on Newcomers’ Familial Experiences in Canada. Dr. Moura has a PhD in Education and his dissertation focused on unpacking intersectional Western LGBTQ+ teachers’ identities using English as a medium of instruction.

Projects

Immigration as a Movement of Resistance: Innovative Educational Research and its Intersections with Politics, Languages, and Identities

Funded by the UCalgary Transdisciplinary Scholarship Connector Grant, this study seeks to establish international partnerships to investigate how newcomer identities are reshaping movements of resistance in different social scopes (e.g., queerness, language, racism).

Antiracist Literacy Engagement: Examining ESL Students’ Entangled Experiences in Canadian Schools

This SSHRC-funded study delves into the experiences of newcomer youth in rural Alberta and explores linguistic awareness and landscapes of anti-racist literacy practices.

“Sandpits Lab”: Intertwining Movements of Digital Culture

Sandpits Lab is an internationally funded research that brings scholars from South Africa, Brazil, Canada, and the UK to explore digital educational opportunities in teacher education.

Connecting Resilience to Places and Spaces in Adopted Homelands

This study is funded by SSHRC and is a five-year project that implements walking methodology and a place-space lens to explore the experiences of newcomer families to Canada.

Innovative Approaches to Research in the Pandemic: Exploring the Potential of Large-Scale Online Community-Based Discussion Platforms

This rural-Manitoban study is a SSHRC-funded study that investigates the potentialities of Zoom in large-scale community-based research. It promotes a RURAL framework for educators and scholars to engage with community stakeholders effectively.

Awards

Evolve to Innovate, UCalgary & Academic Entrepreneurs in Residence Award, University of Calgary. 2023
Emerging Leaders of the America Programs, Government of Canada. 2016

More Information

List of Relevant Publications

Duque, T. & Moura, G. (2023). “No queers, no marching bands”: Schools, social recognition, and gender visibility in the Brazil-Bolivia border. In Mizzi, R., Rodriguez, N., & Allen, L. Queer Studies and Education: An International Reader, Oxford University Press. p. 156-174. ISBN 9780197687000.

Smith, C. & Moura, G. (2023). Rural remote learning in Manitoba during COVID-19: Enabling strategies, supports and mental health through action research. Canadian Journal of Action Research, 23(2), 86-106. https://journals.nipissingu.ca/index.php/cjar/article/view/610

Paniago, M. C. L., Moura, G., Arguelho, M. B., Devecchi, C. (2022). Intercultural dialogues in COVID-19: Digital culture, innovation, and online pedagogy in higher education. Revista EDUTEC Brazil, 2 (1), p. 1-21. https://doi.org/10.55028/edutec.v2i1.15346

Moura, G. & Moura, G. (2022). Towards reflective English language teacher education: a duoethnography. Letras Escreve Journal, 12 (1), p. 82-93. https://periodicos.unifap.br/index.php/letras/article/view/6364

Media and Outreach Reports

Moura, G. (2023, January). Unpacking identity and advocacy of LGBTQ Educators Teaching Internationally. BU Cares Research Connection. https://www.brandonu.ca/research-connection/article/unpacking-identity-and-advocacy-of-lgbtq-educators-teaching-internationally/

Zaidi, R., Moura, G., & Chan, W. Y. (2023). Bridging the Gap: Newcomers’ Voices. Discussion Guide. Werklund School of Education. ISBN (PDF): 978-0-88953-504-6. https://werklund.ucalgary.ca/research/transliteracies%20/bridging-gap-documentary-and-discussion-guide

Lam, M., Kirk, J., Smith, C., Grona, S., & Moura, G. (2022, January). Rural Remote Learning (Ep. 46) [Audio/Video Podcast Episode]. In Leaning In & Speaking Out. BU CARES Research Centre. https://www.bucares.ca/podcast/l7sv5jmozxjv1i4i7pe6h9n240iiau