Paulo Marinho

Paulo Marinho is an Assistant Professor at the Faculty of Psychology and Education Sciences, University of Porto, Portugal, and a member of the Centre for Research and Intervention in Education (CIIE-FPCEUP), specifically within the Research Community in Practice – Curriculum, Assessment, Teacher Training, and Digital Technologies in Education (CAFTe). He holds a PhD in Education Sciences from the University of Porto (2014) and completed a post-doctoral program at the Federal University of Alagoas, Brazil (2015).

His research is centered on:

• Learning and institutional assessment
• Teacher training and professional cultures
• School organizational culture
• Educational and curricular policies
• Digital technologies in education
• Social justice and critical pedagogy
• Indigenous and Quilombola education

His recent publications (2023–2024) reveal a consistent focus on educational assessment, school self-evaluation, teacher education, and democratic practices in schools. The research spans Portugal, Brazil, Spain, and international contexts, often employing qualitative methodologies such as ethnography, critical testimony, and counter-narrative analysis. Key themes include the teaching-research nexus in teacher training, digital citizenship, resistance in marginalized education contexts, and the impact of assessment on school management.

His scientific recognition includes:

• CAPES Post-Doctoral Scholarship
• FCT Doctoral Scholarship
• SANTANDER Research Mobility Scholarship

Marinho has served as principal investigator and researcher in multiple national and international projects, including collaborations with UNESCO and the United Nations Development Programme. He has contributed to policy-oriented research and advisory roles for the Portuguese Ministry of Education and international agencies. His work emphasizes practical implications for educational improvement and equity.

He is actively involved in research networks such as CAFTe and CoPIn and contributes to academic dissemination through impactful journals and book publications. His leadership in projects like EscuelaQResiste and Self-assessment of Schools and School Management demonstrates sustained engagement with transformative educational research.