Research

My research examines the relationships between public and private actors in education in the Global South, education philanthropy, global education policy, and the right to education.

Research themes

Privatisation and public–private relations

How private actors shape compulsory education in small states and Lusophone contexts: Cape Verde, Guinea-Bissau, Brazil and Portugal.

Philanthropy and global governance

New philanthropy, multistakeholder initiatives and the Global Partnership for Education in fragile and conflict-affected states.

Education in fragile and conflict-affected contexts

Aid, access and crisis in Guinea-Bissau and South Sudan, and higher education in times of conflict.

Social media and education policy

How foundations, networks and global actors use digital platforms to advance education agendas.

Featured publications

Edited book · Open access

Private Philanthropy and Education in the Global South

Ridge, Silva & Khamitkhanova (Eds.), Routledge, 2026

Read the book →

Journal article

Higher education in times of conflict: a systematic mapping review

Globalisation, Societies and Education, 2026

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Journal article

New Philanthropy in Brazil Education: the 3M Approach of Lemann Foundation

Comparative Education Review, 2024

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All publications

Click a category to expand. Most publications are also available on Google Scholar and ResearchGate, or by contacting me.

Journal articles (29)
  • Coelho, D. P., & Silva, R. da (2026). Higher education in times of conflict: a systematic mapping review. Globalisation, Societies and Education, 24(1), 205–225. doi.org/10.1080/14767724.2025.2499608
  • Carvalho, C., Barreto, M. A., Santos, F., Silva, R. da, & Jabula, I. (2025). Mapping PALOP student mobility and institutional responses in Portuguese higher education. Studies in Higher Education, 1–18. doi.org/10.1080/03075079.2025.2601881
  • Silva, R. da, Oliveira, J., & Morgado, N. S. (2025). Acesso à educação, atores externos e crises crónicas: Uma análise a partir da Guiné-Bissau. Education Policy Analysis Archives, 33. doi.org/10.14507/epaa.33.8708
  • Adrião, T., & Silva, R. da (2024). New Philanthropy in Brazil Education: An Analysis of the 3M Approach of Lemann Foundation and the Discursive Practices in Social Media. Comparative Education Review, 68(4), 761–783. doi.org/10.1086/733517
  • Mula-Falcón, J., Viseu, S., & Silva, R. da (2024). Early Career Academic’s Associations: A Study of Resistance and Empowerment on Social Media. Higher Education Policy. doi.org/10.1057/s41307-024-00353-4
  • Araujo, F. de S., & Silva, R. da (2024). Organizações não governamentais na educação: Mapeamento de atuação nos Países Africanos de Língua Oficial Portuguesa – PALOP. Caminhos da Educação: Diálogos, Culturas e Diversidades, 6(3), 1–19. doi.org/10.26694/caedu.v6i3.5886
  • Silva, R. da, & Adrião, T. (2023). To tweet, or not to tweet, is the question: the Ayrton Senna Institute and education policy movement in Brazil. Globalisation, Societies and Education, 23(3), 725–737. doi.org/10.1080/14767724.2023.2225445
  • Silva, R. da, & Oliveira, J. (2022). Global education policy in African fragile and conflict-affected states: examining the Global Partnership for Education. Globalisation, Societies and Education, 20(4), 508–522. doi.org/10.1080/14767724.2021.1947201
  • Silva, R. da, & Delgado, C. (2022). Objetivo Desenvolvimento Sustentável 4 nas redes sociais. O que se pode concluir? Análise do Twitter de 2020 a 2022. Africana Studia, 38, 117–125.
  • Silva, R. da, & Oliveira, J. (2021). A Parceria Global para a Educação no Twitter: análise das tendências e das agendas veiculadas. Revista Lusófona de Educação, 54, 73–86. doi.org/10.24140/issn.1645-7250.rle54.05
  • Silva, R. da, & Adrião, T. (2021). Redes Sociais e Política Educacional: Análise do Instituto Ayrton Senna no Twitter de 2013 a 2020. Revista Brasileira de Política e Administração da Educação, 37(3). doi.org/10.21573/vol37n32021.111567
  • Silva, R. da, & Oliveira, J. (2021). A Parceria Global pela Educação e o Financiamento da Educação: países, atores e contribuições. FINEDUCA – Revista de Financiamento da Educação, 11.
  • Silva, R. da, & Oliveira, J. (2020). Privatização da educação em 24 países africanos: tendências, pontos comuns e atípicos. Educação & Sociedade, 41, e238622. doi.org/10.1590/ES.238622
  • Silva, R. da, & Oliveira, J. (2020). Impactos e Efeitos de Programas de Cooperação para o Desenvolvimento em Escolas: Um olhar focado sobre o programa de apoio ao sistema educativo da Guiné-Bissau. Cadernos de Estudos Africanos, 39, 85–111. doi.org/10.4000/cea.4826
  • Martins, B., Silva, R. da, & Coelho, L. S. (2020). O Poder Simbólico e a Cooperação Portuguesa: Uma análise sobre o papel da língua. Cadernos de Estudos Africanos, 39, 17–30. doi.org/10.4000/cea.4706
  • Adrião, T., & Silva, R. da (2020). Public funding to private providers of compulsory education: crossed looks between Brazil and Portugal in the context of globalisations. Globalisation, Societies and Education, 18(4), 420–434. doi.org/10.1080/14767724.2020.1764336
  • Marshall, J. H., Nicolai, M., & Silva, R. da (2020). Out-of-school children in Guinea-Bissau: A mixed-methods analysis. International Journal of Educational Development, 77, 102223. doi.org/10.1016/j.ijedudev.2020.102223
  • Silva, R. da, & Oliveira, J. (2020). Support for teachers in challenging situations as a factor of change: reflections from a continuing professional development programme in Guinea-Bissau. FIRE: Forum for International Research in Education, 6(2), 71–88. Full text
  • Silva, R. da (2019). Impactos e efeitos de um programa de ajuda pública ao desenvolvimento em escolas públicas e privadas: um caso na Guiné-Bissau. Revista Brasileira de Política e Administração da Educação, 35(1), 99–118. doi.org/10.21573/vol1n12019.89874
  • Rehder, M., Silva, R. da, & Monteiro, T. (2018). Da Guiné-Bissau ao Brasil: impactos da instabilidade política na manutenção dos princípios constitucionais para educação. Educação & Sociedade, 39(145), 962–979. doi.org/10.1590/es0101-73302018201813
  • Silva, R. da (2018). O papel da parceria global para a educação na promoção dos referentes da globalização nos planos setoriais da educação dos PALOP. Revista on line de Política e Gestão Educacional, 22(esp3). doi.org/10.22633/rpge.v22iesp3.12010
  • Silva, R. da, & Oliveira, J. (2017). 40 years of educational research in Guinea-Bissau: Mapping the terrain. International Journal of Educational Development, 57, 21–29. doi.org/10.1016/j.ijedudev.2017.09.003
  • Silva, R. da, Silva, R., & Silva, M. F. (2017). Sindicalismo, professores e Educação para Todos: reflexões sobre a Guiné-Bissau e em Moçambique. Africana Studia, 28, 143–152.
  • Santos, J., & Silva, R. da (2017). Theory and praxis: reflections and lessons from a bilateral educational aid program in Guinea-Bissau. Globalisation, Societies and Education, 15(2), 202–216. doi.org/10.1080/14767724.2016.1195722
  • Morgado, J. C., Santos, J., & Silva, R. da (2016). Currículo, memória e fragilidade: contributos para (re)pensar a educação na Guiné-Bissau. Configurações, 17, 57–77.
  • Silva, R. da, Santos, J., & Pacheco, J. A. (2015). Crossed looks: globalisations and curriculum in Guinea-Bissau. Compare: A Journal of Comparative and International Education, 1–22. doi.org/10.1080/03057925.2015.1013018
  • Santos, J., Silva, R. da, & Mendes, C. (2014). PASEG II – uma aposta contínua na qualidade e inovação educativa na Guiné-Bissau. Africana Studia, 22, 59–72.
  • Silva, R. da (2014). Globalização e currículo – um caso de estudo na Guiné-Bissau. Africana Studia, 22, 39–57.
  • Santos, J., Silva, R. da, & Silva, R. (2012). Cooperação e Educação Internacional: algumas lições da aprendizagem com o Sul. Global Education Magazine, 1, 79–85.
Books and edited volumes (4)
  • Ridge, N., Silva, R. da, & Khamitkhanova, A. (Eds.) (2026). Private Philanthropy and Education in the Global South: From Service Delivery to Governance. Routledge. Open access. doi.org/10.4324/9781003670056
  • Semedo, R. J., Silva, M. F., & Silva, R. da (2026). Memórias e Legados de Amílcar Cabral: Pensar com a nossa cabeça e andar com os nossos pés. Porto: Centro de Estudos Africanos da Universidade do Porto (CEAUP).
  • Silva, R. da, Adrião, T., Lauwerier, T., & Locatelli, R. (Eds.) (2024). Education privatisation in Sub-Saharan Africa: Agendas, policies and trends. Porto: Centro de Estudos Africanos da Universidade do Porto (CEAUP).
  • Silva, R. da, & Oliveira, J. (2023). 40 anos de investigação no setor da educação na Guiné-Bissau: Um olhar sobre as publicações de 1975 a 2015. Porto: Centro de Estudos Africanos da Universidade do Porto (CEAUP). doi.org/10.21747/9789898156341/qua
Book chapters (9)
  • Silva, R. da, & Khamitkhanova, A. (2026). Education Privatisation in Sub-Saharan Africa: Policy Trends, Drivers, and Impacts. In R. Sooryamoorthy & R. Moletsane (Eds.), The Oxford Handbook of Education in Africa. Oxford University Press. doi.org/10.1093/9780197826706.003.0011
  • Silva, R. da, & Ridge, N. (2026). Introduction: Education, Philanthropy, Governance, and Policy Spaces in the Global South. In N. Ridge, R. da Silva, & A. Khamitkhanova (Eds.), Private Philanthropy and Education in the Global South. Routledge. doi.org/10.4324/9781003670056-1
  • Silva, R. da, & Khamitkhanova, A. (2026). European Foundations and Education in Africa: Networks, Geographies, and Policy Spaces. In N. Ridge, R. da Silva, & A. Khamitkhanova (Eds.), Private Philanthropy and Education in the Global South. Routledge.
  • Silva, R. da, & Ridge, N. (2026). Conclusion: Philanthropy, Governance, and Education Policy Spaces. In N. Ridge, R. da Silva, & A. Khamitkhanova (Eds.), Private Philanthropy and Education in the Global South. Routledge.
  • Silva, R. da (2026). Philanthropy and Multistakeholder Initiatives in Fragile and Conflict-Affected States: Examining the Global Partnership for Education and Education Cannot Wait. In The Geopolitics of Education in Conflict-Affected Contexts (pp. 87–108). Springer Nature. doi.org/10.1007/978-3-032-18260-9_4
  • Silva, R. da, Silva, M. F., & Semedo, R. (2025). Amílcar Cabral: Memory and Legacy in the Language Policy of Guinea-Bissau’s Education System. In A. Santos & V. Barros (Eds.), Amílcar Cabral and Independence in Africa: A Binational Struggle. Routledge. doi.org/10.4324/9781003204831
  • Croso, C., & Silva, R. da (2025). Power and Politics between Global North and South: Analysis of Three Multi-Stakeholder Initiatives in Global Education Governance. In Í. Santos, E. Pekkola, & H. Kontio (Eds.), International Organisations Inside Out (pp. 143–160). Brill. doi.org/10.1163/9789004689121_007
  • Silva, R. da, & Coelho, D. P. (2025). Development Aid, Coloniality and Technocracy: A Critical Reflection on the Global Partnership for Education in Guinea-Bissau. In Í. Santos, E. Pekkola, & H. Kontio (Eds.), International Organisations Inside Out (pp. 234–255). Brill. doi.org/10.1163/9789004689121_011
  • Silva, R. da, Santos, J., & Pacheco, J. A. (2017). Políticas de cooperação para o desenvolvimento de Portugal no contexto educacional. Reflexões sobre a Guiné-Bissau. In J. Freire, B. L. Varela, J. A. Pacheco & M. Galvão-Baptista (Eds.), Educação Superior, Desenvolvimento e Cooperação Sul-Sul. Praia: UNICV.
Reports and policy publications (4)
  • Silva, R. da, Croso, C., & Magalhães, G. M. (2023). Multistakeholderism in global education governance: losses for democracy, profits for business. Amsterdam: Transnational Institute. Read the report
  • Carvalho, C., Barreto, A., Santos, F., & Silva, R. da (2023). Perfil do Estudante dos PALOP nas Instituições do Ensino Superior em Portugal: caracterização, expetativas, constrangimentos (2015–2021). Lisboa: CEI-Iscte. PDF
  • Binesse, H., Rose, P., & Silva, R. da (2023). Literature search protocol: Mapping African-led Foundational Literacy and Numeracy publications in English, French and Portuguese. Methodological Note. REAL Centre, University of Cambridge. PDF
  • Silva, R. da (2016). Portugal’s Process for Incorporating the SDGs in Education. NORRAG News, 54, 93. PDF
Book reviews (3)
  • Silva, R. da (2026). Teaching About the Violent Past: Opportunities and Challenges for Teachers in Conflict-Affected African Societies. Canadian Journal of African Studies / Revue Canadienne des Études Africaines, 1–3. doi.org/10.1080/00083968.2026.2684477
  • Silva, R. da, & Coelho, L. S. (2022). Stephen McCloskey. Global Learning and International Development in the Age of Neoliberalism. Sinergias – diálogos educativos para a transformação social, 14, 139–142.
  • Silva, R. da (2020). Sónia Vaz Borges. Militant Education, Liberation Struggle, Consciousness: The PAIGC education in Guinea Bissau 1963–1978. Africana Studia, 34, 207–208.

Research projects

Funded research projects (8)
  • Comparative study on compulsory education privatisation in small states: examining the role and impact in Cape Verde and Guinea-Bissau. Principal Investigator. Centre for African Studies, University of Porto; funded by the Fundação para a Ciência e a Tecnologia (FCT).
  • Private-for-profit education in Brazil: characterisation and analysis of financialised capital strategies in educational provision. Researcher. State University of Campinas (UNICAMP), Brazil; funded by CNPq.
  • Privatisation of basic education: state of the art, 1990–2021. Researcher. State University of Campinas (UNICAMP), Brazil; funded by CNPq.
  • Profile of PALOP students in Portuguese higher education institutions: characterisation, expectations and constraints. Researcher. ISCTE – University Institute of Lisbon; funded by Camões – Instituto da Cooperação e da Língua.
  • Mapping the privatisation strategies of basic education in Brazil: actors, programmes and consequences for public education. Researcher. State University of Campinas (UNICAMP), Brazil; funded by CNPq, Friedrich Ebert Foundation and FAPESP.
  • Mapping Education Research in sub-Saharan Africa. Independent researcher. REAL Centre, University of Cambridge, in partnership with Education Sub-Saharan Africa (ESSA).
  • Government programmes of public subsidy to the private sector for basic education: Pernambuco, Dublin, Georgia and Portugal. Researcher. State University of Campinas (UNICAMP), Brazil; funded by FAPESP.
  • Between the global and the local: impacts and effects of aid programmes. A case study in Guinea-Bissau. PhD research project. University of Minho; funded by the Fundação para a Ciência e a Tecnologia (FCT).

Guinea-Bissau education research database

139 records mapping four decades of education research in Guinea-Bissau (1975–2015).

Explore the database →

For a complete and up-to-date record of my research projects, consultancies and outputs, see my Ciência Vitae profile · ORCID · Google Scholar

Media

Podcast · FreshEd #213

Educational privatisation in Brazil and Portugal

A conversation about public funding to private providers of compulsory education, based on my article with Theresa Adrião in Globalisation, Societies and Education.

Listen to the episode →

Podcast · FreshEd #60

Portuguese aid to education in Guinea-Bissau

A conversation about the effects of international aid programmes on schools and teachers in Guinea-Bissau, drawing on my doctoral research.

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Distinctions

2019

Scientific Employment Stimulus – Individual Call

Fundação para a Ciência e a Tecnologia (FCT), Portugal

2018

Prémio Fernão Mendes Pinto

Associação das Universidades de Língua Portuguesa (AULP), Portugal

2017

UKFIET Bursary Award

UKFIET – The Education and Development Forum, United Kingdom