Weverton Ataide Pinheiro is an Assistant Professor of Curriculum and Instruction in STEM Education at Texas Tech University. His research is grounded in Critical Mathematics Education, with a particular focus on the intersections of gender, sexuality, and mathematical subjectivity. Dr. Ataide Pinheiro’s work seeks to challenge dominant narratives in mathematics education by centering the voices and experiences of historically marginalized communities, especially those whose identities are shaped by intersecting systems of oppression.

Originally from Brazil, Dr. Ataide Pinheiro brings an international and interdisciplinary perspective to his scholarship. His research critically examines how mathematics education can either reproduce or resist social inequities, with a commitment to promoting justice-oriented pedagogies. Drawing from feminist, queer, and decolonial theories, his work explores how identity, power, and language influence the ways students engage with mathematics in both formal and informal educational spaces.

At Texas Tech University, Dr. Ataide Pinheiro teaches courses in STEM curriculum and instruction, working with in-service teachers. He is dedicated to preparing educators to understand how systemic inequities shape classroom dynamics and to develop teaching practices that are both conceptually rigorous and socially responsive.

Dr. Ataide Pinheiro is also actively involved in mentoring graduate students and collaborating on research that examines issues of access, identity, and equity in STEM education. His current projects explore how mathematics can be made socially relevant to queer students, the influence of Judith Butler’s theory of gender performativity on the experiences of women in mathematics, and the experiences of bilingual Latine teachers in mathematics education.

Through his research, teaching, and service, Dr. Ataide Pinheiro is committed to transforming mathematics education into a space where all students—especially those from underrepresented and underserved backgrounds—can thrive, see themselves reflected, and engage meaningfully with mathematics as a tool for liberation and social change.

Dr. Weverton Ataide Pinheiro is an Assistant Professor of STEM Education at Texas Tech University whose scholarship advances the field of mathematics education through critical, equity-driven research, innovative pedagogy, and meaningful service. His research focuses on the intersections of mathematics education with gender, sexuality, bilingualism, and social justice. In his first three years at TTU, Dr. Ataide Pinheiro has established a robust research agenda, resulting in 12 peer-reviewed journal articles, 2 book chapters, 12 peer-reviewed conference proceedings, and 27 conference presentations at international, national, and regional venues. His work investigates how queer high school students experience mathematics for social justice, how gender is performed in math classrooms, and how decolonial perspectives challenge dominant narratives in STEM.

In 2023, Dr. Ataide Pinheiro expanded his research to include bilingualism in mathematics education, co-leading a $1.1 million U.S. Department of Education grant with colleagues at TTU. This new line of inquiry has already generated multiple national presentations and journal submissions and will continue with data collection beginning in Spring 2025. Across his research projects, he works to amplify historically marginalized voices and reimagine mathematics as a liberatory space.

Teaching is central to Dr. Ataide Pinheiro’s academic practice. He has taught nine graduate-level courses across the Ph.D. and master’s programs in STEM and Curriculum & Instruction, including three courses he designed from the ground up. His pedagogy is rooted in critical frameworks inspired by Paulo Freire and bell hooks, cultivating student agency and fostering inclusive, dialogue-rich classrooms. Student evaluations consistently recognize his commitment to transformative learning and mentorship.

Dr. Ataide Pinheiro is also deeply engaged in academic service. He currently chairs his department’s Faculty, Student, and Staff Relations and Well-Being Committee and co-chairs the college-wide Access and Engagement Committee. He has served on dissertation committees, judged university-wide competitions, and contributed to the field through peer review and editorial leadership. Most recently, he co-edited a special issue on gender and sexuality in mathematics education for a leading Brazilian journal. Collectively, his work bridges theory and practice in ways that expand access and reimagine the possibilities of mathematics education for all learners.

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“Hispanic Heritage Month is a time for me to honor the strength, resilience, and brilliance of my ancestors and community. As a Brazilian scholar working in the U.S., it’s a moment to reflect on the rich cultural legacies that shape my identity and fuel my commitment to equity in education. It’s also a call to uplift the voices of Latine students and families in mathematics—too often ignored—and to affirm that their ways of knowing belong in our classrooms. This month reminds me that my work is both personal and political, grounded in heritage and driven by justice.”

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