Carla Lacerda

Carla Lacerda serves as an Assistant Professor at the School of Education of Viseu, Polytechnic Institute of Viseu, Portugal, specializing in Educational Sciences with emphasis on General Education and curriculum development within primary schooling contexts.

• Doctorate in Educational Sciences (2022), University of Minho, Portugal. Thesis: "EDUCATIONAL AND CURRICULAR POLICIES: FROM GOVERNMENTAL INTENTIONS TO CURRICULAR PRACTICES" (Good, with distinction).
• Master's in Curriculum Management (2003), University of Aveiro, Portugal. Thesis: "Curricular Differentiation: Teachers' Conceptions and Practices".
• Bachelor's Degree in Primary School Teachers, Mathematics and Natural Sciences (1998), Polytechnic Institute of Viseu, School of Education of Viseu, Portugal.

Her research examines the translation of educational policies into classroom practices, with particular focus on curriculum differentiation, inclusive education frameworks, and teacher conceptions in primary education. She investigates systemic challenges in curriculum integration between preschool and basic education levels, while analyzing how national and supranational policies manifest in pedagogical realities through qualitative exploration of teacher perspectives and institutional dynamics.

Analysis of her 13 publications (2013-2018) reveals consistent emphasis on curriculum studies within Portuguese primary education, addressing policy implementation gaps, inclusive pedagogy through curricular adaptation, and teacher agency in educational reform. Key thematic clusters include curriculum integration challenges across educational stages, homework practices in primary classrooms, and evaluation dynamics affecting teacher collaboration.

No scientific awards were documented in the provided materials.

Carla Lacerda has served as primary advisor for Master's candidate Fernanda Hammes Jaraceski (2023) and participated as jury opponent in multiple Master's defenses including Elsa Marina Moreira Pereira (2024) and Ana Catarina Ferreira Pinto (2023). No grant funding details were specified in the source text.