Jonei Cerqueira Barbosa

She has a degree in Mathematics from the Catholic University of Salvador (1997), a PhD in Mathematics Education from the Universidade Estadual Paulista Júlio de Mesquita Filho (2001) and post-doctoral studies at London South Bank University (2008), the University of London (2013-2014) and the University of Calgary (2024). Since 2010, he has been a full-time lecturer in Department II of the Faculty of Education at the Federal University of Bahia. He is a permanent professor in the Postgraduate Program in Teaching, Philosophy and History of Science at UFBA/UEFS, where he was vice-coordinator (2006-2010) and coordinator (2011-2013). He has been a CNPq Productivity Fellow (Pq/CNPq) since 2016. He is also a permanent professor in the Postgraduate Program in Education at UFBA, where he was vice-coordinator (2013-2017) and coordinator of an Interinstitutional Doctorate for teachers at the Federal Institute of Sertão Pernambucano (2019 - current). He supervises undergraduate, master's, doctoral and post-doctoral projects. Since 2010, he has been the leader of the Observatory of Mathematics Education Research Group (OEM), certified by CNPq at UFBA. He was a member of the Executive Committee of the International Community of Teachers of Mathematical Modelling and Applications (2009-2013). He was the coordinator of the WG on Mathematical Modeling (2006-2009), the WG on Training Teachers who Teach Mathematics (2018-2021) and Director of the Bahia Regional Office (2004-2007) of the Brazilian Society of Mathematical Education (SBEM). He is an associate editor and on the editorial board of the journal Boletim de Educação Matemática (Bolema), Brazil, and the journal The Mathematics Enthusiast, United States. He is also a member of the editorial board of the journals Boletim GEPEM and Educação Matemática Pesquisa. He is a member of the following scientific societies: Brazilian Society of Mathematics Education (SBEM), National Association of Graduate Studies and Research in Education (ANPED) and The International Group for the Psychology of Mathematics Education (PME). She has experience in the area of Mathematics Education, having developed research projects in the area of mathematical modeling, curricular materials for teachers and mathematics teacher training, particularly around the specific mathematics of mathematics teachers. The results have been published in more than one hundred full-length papers in the form of journal articles, book chapters and articles in proceedings. (Source: Lattes Curriculum)