Teacher education

Maria Luiza Rocha Bueno is a PhD student in Global and Comparative Education at Stanford University. She was a Lemann Center Fellow during her MA program, when she investigated math education for social justice. Her current research examines education and social movements in Latin America, specifically how grassroots movements engage schooling as a site of political struggle and social transformation. More broadly, she is interested in critical pedagogy, popular education, and alternative educational projects.

Mila Molina is the co-founder and current Executive Director of Instituto Canoa, a non-profit organization committed to supporting and offering excellent teacher education programs in Brazil. Canoa is responsible for the development and implementation of PED Brasil - a teacher specialization course offered to math and science teachers. Molina earned her master’s degree from the University of Michigan in the Educational Leadership and Policy Program, where she focused her studies on Teacher Education.

Lívia Macedo holds a Master's Degree in Learning, Design and Technology from Stanford University. Currently, she works as a project manager for FabLearn at Teachers College-Columbia University. At FabLearn she works on the design and implementation of programs for the use of technology in schools in various countries, including Italy and Brazil. Prior to that, she worked as a consultant for the public sector in Brazil. Early in her career, she worked as a designer at an architecture studio in Egypt and as a consultant for an international NGO in China.

Renata is an MA Candidate, Learning, Design & Technology 2017 at the Graduate School of Education at Stanford. Before joining Stanford, Renata led the development of entrepreneurship education initiatives at Endeavor in Brazil, the main international organization that fosters high growth entrepreneurship in the world. These initiatives built capacity of over 4 million entrepreneurs in Brazil.

Barbara Born holds a PhD in the International and Comparative Education and Curriculum and Teacher Education programs from Stanford University (2017/2022). She holds a Master's degree in International and Comparative Education from Stanford University (2016/2017) and a Master's degree in Education from University of São Paulo (USP - Brazil) (2012/2015), and a BA degree in History from Pontifícia Universidade Católica de São Paulo (PUC-SP - Brazil). Her research focuses mainly on pre-service and in-service teacher education, with a focus on curriculum and assessment.

Paula Louzano is a postdoctoral fellow at the University of São Paulo School of Education. She holds a MA in International Comparative Education from Stanford University and a doctoral degree in Administration, Planning and Social Policy from Harvard University. Her research interests include equality of educational opportunities, and design, implementation and evaluation of educational policies in Brazil and Latin America.

Fernando Carnauba received his doctoral degree in Mathematics Education from Teachers College, Columbia University. He earned an MA in Economics at the University of São Paulo and an MA in Mathematics Education at Teachers College. Fernando currently works on deepening teacher education programs with a network of 20 Brazilian universities. In partnership with the Lemann Center at Stanford GSE, this network develops and offers professional development programs in Mathematics and Science to public school teachers in Brazil.