Ana Luiza Bustamante Smolka

Graduated in Philosophy (Bachelor and Degree) from the Pontifical Catholic University of Rio de Janeiro (1972). Master in Education from the University of Arizona, USA (1978); PhD in Education from the Faculty of Education at Unicamp (1987). She completed a Post-Doctorate in Educational Psychology at Clark University, Mass, USA (1990), with a CAPES/Fulbright scholarship. She coordinated diverse projects involving teachers formation and childrens development in formal school contexts: Reading Incentive Project (INEP / MEC / SESU, 1983-85); the Project on the construction of knowledge in the early childhood education context (FAPESP, 1992-1995); Project for the improvement of Public Education (FAPESP, 2009-2011); Project on the Social Function of schooling in pandemic and postpandemic times (FAPESP, 2021-2024). She has been developing projects on school practices and discursive practices since 1997, with support from CNPq (Bolsa PQ). She completed international exchange and cooperation internships at the University of Chapell Hill (1995); Washington University at Saint Louis (2003); CINVESTAV (Mexico, 2006). She is a member of the Thought and Language Research Group at the Faculty of Education of the State University of Campinas, where she has worked as a teacher and researcher since 1979. She has been twice Associate Director of the Faculty of Education at Unicamp (1996-2000; 2012-2016) and Coordinator of the Graduate Program in Education at the same institution (2000-2002). She was president of the Society for Sociocultural Studies (SSCS, 1996-2002), member of the executive committee of the International Society for Cultural and Activity Theory (ISCAR, 2002-2008). She retired in November 2023 and has been since then voluntary collaborator at the Faculty of Education at Unicamp, where she works in the areas of Education and Psychology, carrying out research related to the following themes: human development, teaching relationships, language and literacy, school practices, discursive practices, historical-cultural perspective. She is the Editor-in-Chief of Cadernos CEDES since 2012. (Source: Lattes Curriculum)