Carolina De Barros Vidor

Biography

I come from an interdisciplinary background that spans medical physics, microengineering, applied neurosciences, and extends into science education and educational research. Alongside this eclectic training, I bring a strong foundation of international academic experience, having been involved in numerous educational and research projects across Latin America and Europe. This diverse academic journey has profoundly shaped the way I think about science - not merely as a body of knowledge, but as a deeply human endeavor.

As such, I am committed to building meaningful bridges between the so-called "hard" and "soft" sciences, weaving together analytical rigor with critical reflection, emotional intelligence, and social responsibility. My personal experiences as a woman in physics have also played a central role in shaping my professional path, inspiring me to advocate for gender equality in science. Over the past several years, I have actively participated in a variety of associations and initiatives dedicated to promoting equal opportunities and supporting the participation of women in STEM fields.

With formal training as a science and physics teacher, I have taught students across all school levels, from early education to pre-university. At the university level, my teaching focuses on topics related to qualitative research methods, gender and science, and research ethics involving human participants. In my teaching practice, I aim to create reflective and inclusive learning spaces where students - both undergraduate and graduate - can explore the connections between scientific practices and broader human values.

I firmly believe that fostering a culture of scientific excellence grounded in empathy and social awareness is essential for building more inclusive and meaningful academic communities.

Research

My research project focuses on exploring the affective dimension of university physics education, with the goal of understanding how collective practices of feeling shape the experiences, identities, and engagement of both students and teachers in the discipline.

Through qualitative methods, I investigate how individuals at undergraduate and graduate levels feel while learning, teaching, and practicing physics, and how their experiences influence their relationship with both their peers and the subject. The overarching theoretical perspective underpinning this investigation is rooted in the body of knowledge of critical theory and its interplay with feminist scholarship.

By centering affect in university physics education, this research highlights often-overlooked barriers to participation — such as feelings of exclusion, anxiety, or lack of belonging — that disproportionately affect students and scholars from underrepresented groups in scientific subjects.

Through this work, I aim to contribute to the development of more supportive, inclusive, and emotionally aware pedagogical practices that foster a greater sense of belonging in science. In doing so, my research project aligns with broader efforts to promote diversity and inclusion in STEM by addressing the subtle, affective dimensions that influence who feels welcome — and who persists — in scientific spaces.