Armando Loureiro

Armando Loureiro is an Associate Professor at the Department of Education and Psychology, School of Humanities and Social Sciences, University of Trás-os-Montes and Alto Douro, Portugal. He holds a PhD in Social and Human Sciences and serves as President of the Pedagogical Council of his school. His academic work spans teaching, research, and institutional leadership.

Education:

• PhD in Social and Human Sciences – University of Trás-os-Montes and Alto Douro (2006)
• Master’s in Instruments and Techniques to Support Rural Development – University of Trás-os-Montes and Alto Douro (1999)
• Degree in Sociology – University of Beira Interior (1992)

His research centers on adult and community education, local development, and school failure and dropout. He investigates how professional knowledge is constructed in educational settings and how inclusive socio-educational practices can promote equity. His work often bridges formal and non-formal education, with a strong emphasis on marginalized populations and rural communities.

His recent publications reflect a sustained focus on inclusive education, educational pathways, and digital platforms in educational management. Themes such as academic success, social inclusion, and non-traditional student trajectories are recurrent, with studies conducted in both Portuguese and Brazilian contexts, particularly in rural and quilombola communities.

Scientific Awards:

• No awards explicitly mentioned in the provided text.

He actively advises numerous PhD and Master’s students, contributing to the training of new researchers in education and sociology. His leadership in major research projects—such as LINEup, Pathways for Change, and GROW:UP—demonstrates his role in securing funding and directing impactful educational research. These projects often involve collaboration across institutions and countries, focusing on equity, inclusion, and longitudinal analysis.

He is associated with the CIIE (Center for Research in Educational Sciences) and leads initiatives like LabDERE (Laboratory of Digital Experimentation and Research in Education), indicating his involvement in digital innovation in education. His work integrates theory and practice, particularly in community-based educational interventions and policy development.