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Vol. 29 (2)
2025



Articles

A puzzle Narcissus: ethnography faces delirium and “stays” at the Hotel da Loucura – Rio de Janeiro

Luciano von der Goltz Vianna

The present article starts from a debate that aims to understand how the disciplinary regimes of Anthropology lead the researcher to follow a protocol of questions and interests in his research. The objective here is to discuss the existing

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Articles

Por trás das crianças, dos objetos e dos cuises: agência e pesquisa em um bairro periurbano de Córdoba (Argentina)

Rocío Fatyass

Neste artigo retomo ideias emergentes de um projeto de pesquisa com crianças que acontece em um bairro periurbano da cidade de Villa Nueva (Córdoba, Argentina) e discuto a agência das crianças e sua participação na pesquisa em ciências

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Articles

The construction of knowledge about the Amazon ecosystem by a Brazilian scientific institution

Aline Moreira Magalhães

Since expeditions by naturalists in the 18th century, the production of modern knowledge about the flora and fauna of the Amazon has included people who know the ecosystem from experience. At the National Institute for Amazon Research (INPA),

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Interdisciplinarities

Living in a Siza house: the experience of auteur architecture in Malagueira, Évora

Juliana Pereira, Ana Catarina Costa, André Carmo, Eduardo Ascensão

This article draws on the genealogy of studies on the house in Portuguese Anthropology and Architecture as well as on recent perspectives coming from the Geographies of Architecture, to explore the way residents of auteur architecture experience

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Dossiê “Beyond penal populism: complexifying justice systems and security through qualitative lenses”

Introduction: Beyond penal populism: complexifying justice systems and security through qualitative lenses

Annabelle Dias Félix, Maria João Leote de Carvalho, Catarina Frois

In the global political landscape, as far-right parties gain prominence, populist rhetoric advocating for harsher justice and security policies is becoming increasingly prevalent. Proponents of this rhetoric base their discourse on “alarming”

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Dossiê “Beyond penal populism: complexifying justice systems and security through qualitative lenses”

Privatizing urban security: control, hospitality and suspicion in the Brazilian shopping

Susana Durão, Paola Argentin

In this article we argue that hospitality security – a modality that confuses control and care – operates through the actions of security guards in the creation of what we call pre-cases. From a dense ethnography accompanying these workers in a

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Dossiê “Beyond penal populism: complexifying justice systems and security through qualitative lenses”

“Police abuse, we face it every day”: ethnographic notes on racist police violence

Pedro Varela

Racist police violence is one of the most brutal facets of racism in our society, reflecting structures of power and oppression that marginalize sectors of our society. This paper emphasizes the importance of understanding this reality, highlighting

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Dossiê “Beyond penal populism: complexifying justice systems and security through qualitative lenses”

Marginality, security, surveillance, crime, imprisonment: reflections on an intellectual and methodological trajectory

Catarina Frois

This article engages with contemporary anthropological and ethnographic methodological debates by reflecting on the challenges of conducting research in contexts related with marginality, deviance, surveillance, and imprisonment. It examines the

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Dossiê “Beyond penal populism: complexifying justice systems and security through qualitative lenses”

Navigating the labyrinth: qualitative research in the securitized border regions of North Africa

Lydia Letsch

Qualitative researchers face unique challenges in the dynamic domain of border regions, particularly when venturing into highly securitized areas with a constant military presence, advanced surveillance, and restricted access zones. This article

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Memory

Uma vida, muitas vidas: entrevista com Victor Bandeira, etnógrafo e viajante

Rita Tomé, João Leal

Falecido recentemente, Victor Bandeira (1931-2024) desempenhou um papel fundamental no desenvolvimento da museologia etnográfica em Portugal. Foi graças às suas expedições a África (1960-1961, 1966, 1967), ao Brasil (1964-1965) e à Indonésia

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Lévi-Strauss Award

From the “note of condolence” to the “unjust aggression”: news about death written by the PMSC

Jo P. Klinkerfus

This paper is a reduced and synthesized version of the ethnography on PMSC Notícia, the news platform of the Military Police of Santa Catarina (PMSC). Based on news about death, dying and the dead published on the website in 2021, social

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Vol. 29 (1)
2025



Artigos

“Enough of this fake war”: ecologies of value, workers and environmentalists in Southern Italy

Antonio Maria Pusceddu

This article mobilizes the ecologies of value as a conceptual framework to account for the conflicts, contradictions and dilemmas arousing from the experience of the contemporary socio-ecological crisis. Based on ethnographic fieldwork in Brindisi,

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Artigos

“Preventing them from being adrift”: challenges for professional practice in the Argentinean mental health system for children and adolescents

Axel Levin

This ethnographic article addresses the difficulties, practices, and strategies of the professionals of the only Argentine hospital fully specialized in the treatment of mental health problems of children and adolescents. More specifically, it

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Artigos

Making Children: an iconography of the ibejadas in the centers, religious article shops, and factories of Rio de Janeiro, Brazil

Morena Freitas

The ibejadas are childlike entities that, alongside the caboclos, pretos-velhos, exus, and pombagiras, inhabit the umbanda pantheon. In religious centers, these entities manifest through colorful images, joyful sung chants and an abundance of sweets

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Artigos

To migrate and to belong: intimacy, ecclesiastical absence, and playful competition in the Aymara Anata-Carnival of Chiapa (Chile)

Pablo Mardones

The article analyzes the Anata-Carnival festivity celebrated in the Andean town of Chiapa in the Tarapacá Region, Great North of Chile. I suggest that this celebration constitutes one of the main events that promote the reproduction of feelings of

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Artigos

Hauntology and nostalgia in the touristed landscapes of Sarajevo

Marta Roriz

Drawing on anthropological and ethnographic developments in the study of urban tourism, this essay offers a description of Sarajevo’s tourist landscapes from the perspective of an ethnographic tourist, detailing how time is inscribed in the

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Memory

David J. Webster in Mozambique: minimal epistolary (1971-1979)

Lorenzo Macagno

The article comments on, contextualizes and transcribes the epistolary exchange between social anthropologist David J. Webster (1945-1989) and ethnologist and Portuguese colonial official António Rita-Ferreira (1922-2014) between 1971 and 1979.

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Dossier ‘Gender and Care in the Cape Verdean transnational experience’

Género e cuidados na experiência transnacional cabo-verdiana: introdução

Luzia Oca González, Fernando Barbosa Rodrigues and Iria Vázquez Silva

Neste dossiê sobre o género e os cuidados na comunidade transnacional cabo-verdiana, as leitoras e leitores encontrarão os resultados de diferentes etnografias feitas tanto em Cabo Verde como nos países de destino da sua diáspora no sul da

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Dossier ‘Gender and Care in the Cape Verdean transnational experience’

“Vizinhu ta trocadu pratu ku kada casa”… Caring to avoid hunger in Brianda, Santiago Island, Cape Verde

Fernando Barbosa Rodrigues

Taking the ethnographic field as a starting point – the interior of the island of Santiago in the Republic of Cabo Verde – and basing on participant observation and the collection of testimonies from the local inhabitants of Brianda, this

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Dossier ‘Gender and Care in the Cape Verdean transnational experience’

“Eu já aguentei muita gente nessa vida”: about care, gender, and generation in Cape Verdian families

Andréa Lobo and André Omisilê Justino

This article reflects on the care category when crossed by the dynamics of gender and generation in Cape Verde. The act of caring is of fundamental importance for family dynamics in this society, which is marked by mobilities of multiple orders –

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Dossier ‘Gender and Care in the Cape Verdean transnational experience’

Global care chains in Cape Verdean migrations: women who stay so that others can migrate

Luzia Oca González and Iria Vázquez Silva

This article is based on fieldwork conducted with women of four generations, belonging to five families living in the locality of Burela (Galicia) and their domestic groups originating from the island of Santiago. We present three ethnographic

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Dossier ‘Gender and Care in the Cape Verdean transnational experience’

The difficult balance between work and life: care arrangements in three generations of Cape Verdean migrants

Keina Espiñeira González, Belén Fernández-Suárez and Antía Pérez-Caramés

The reconciliation of the personal, work and family spheres of migrants is an emerging issue in migration studies, with concepts such as the transnational family and global care chains. In this contribution we analyse the strategies deployed by

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Debate

Universal foreigners: the ‘ontological turn’ considered from a phenomenological perspective

Filipe Verde

This article questions the consistency, reasonableness, and fruitfulness of the methodological proposals and idea of anthropological knowledge of the “ontological turn” in anthropology. Taking as its starting point the book manifesto produced by

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Debate

Universos estrangeiros: ainda a polêmica virada ontológica na antropologia

Rogério Brittes W. Pires

O artigo “Estrangeiros universais”, de Filipe Verde, apresenta uma crítica ao que chama de “viragem ontológica” na antropologia, tomando o livro The Ontological Turn, de Holbraad e Pedersen (2017), como ponto de partida (2025a: 252).1 O

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Debate

Resposta a Rogério Pires

Filipe Verde

Se há evidência que a antropologia sempre reconheceu é a de que o meio em que somos inculturados molda de forma decisiva a nossa compreensão do mundo e de nós mesmos. Isso é assim para a própria antropologia e, portanto, ser antropólogo é

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Debate

Da ontologia da fenomenologia na antropologia: ensaio de resposta

Rogério Brittes W. Pires

Um erro do construtivismo clássico é postular que verdades alheias seriam construídas socialmente, mas as do próprio enunciador não. Que minha visão de mundo, do fazer antropológico e da ciência sejam moldadas por meu ambiente – em

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Note on the cover

Note on the cover

Pedro Calapez

© Pedro Calapez. 2023. (Pormenor) Díptico B; Técnica e Suporte: Acrílico sobre tela colada em MDF e estrutura em madeira. Dimensões: 192 x 120 x 4 cm. Imagem gentilmente cedidas pelo autor. Créditos fotográficos: MPPC / Pedro

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Iscte-Instituto Universitário de Lisboa
Edifício 4 - Iscte_Conhecimento e Inovação, Sala B1.130 
Av. Forças Armadas, 40 1649-026 Lisboa, Portugal

(+351) 210 464 057
etnografica@cria.org.pt

Financiado pela FCT, I. P. (UIDB/04038/2020 e UIDP/04038/2020)

© 2025 Revista Etnográfica

Magazine

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Agora

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Iscte-Instituto Universitário de Lisboa
Edifício 4 - Iscte_Conhecimento e Inovação, Sala B1.130 
Av. Forças Armadas, 40 1649-026 Lisboa, Portugal

(+351) 210 464 057
etnografica@cria.org.pt

Financiado pela FCT, I. P. (UIDB/04038/2020 e UIDP/04038/2020)

© 2025 Revista Etnográfica

Field Notes

Applying anthropology with young migrants. Workshop of Anthropology and photography (case study)

Cristina Santinho

22.07.2025

This publication presents the "Workshop on Anthropology and Photography" (WAF), a school-based initiative led by anthropologist Cristina Santinho in a multicultural school near Lisbon. Through weekly sessions combining photography and anthropological discussion, the project engaged refugee, migrant, and Portuguese students in exploring themes such as identity, belonging, and discrimination. The workshop fostered mutual learning, self-expression, and inclusion, culminating in exhibitions that showcased students’ photographs and reflections.
Esta publicação apresenta o Workshop de Antropologia e Fotografia (WAF), uma iniciativa escolar coordenada pela antropóloga Cristina Santinho, realizada numa escola multicultural nos arredores de Lisboa. Através de sessões semanais que combinaram fotografia com discussão antropológica, o projeto envolveu alunos refugiados, migrantes e portugueses na exploração de temas como identidade, pertença e discriminação. O workshop promoveu a aprendizagem mútua, a autoexpressão e a inclusão, culminando em exposições que deram visibilidade às fotografias e reflexões dos estudantes.
Esta publicación presenta el Taller de Antropología y Fotografía (WAF), una iniciativa escolar coordinada por la antropóloga Cristina Santinho en una escuela multicultural cerca de Lisboa. A través de sesiones semanales que combinaron fotografía y discusión antropológica, el proyecto involucró a estudiantes refugiados, migrantes y portugueses en la exploración de temas como la identidad, la pertenencia y la discriminación. El taller promovió el aprendizaje mutuo, la autoexpresión y la inclusión, y culminó en exposiciones que mostraron las fotografías y reflexiones de los estudiantes.
Cette publication présente l'atelier Anthropologie et Photographie (WAF), une initiative scolaire menée par l'anthropologue Cristina Santinho dans une école multiculturelle près de Lisbonne. À travers des sessions hebdomadaires alliant photographie et réflexion anthropologique, le projet a impliqué des élèves réfugiés, migrants et portugais dans l’exploration de thèmes tels que l'identité, l'appartenance et la discrimination. L’atelier a favorisé l'apprentissage mutuel, l'expression de soi et l'inclusion, se concluant par des expositions mettant en valeur les photographies et les témoignages des élèves.
Field notes consist of original texts that provide a look and reflection on research experiences with the presentation of fieldwork vignettes. Authors are invited to incorporate multimodal representations (text, sound and image in the most varied formats) that facilitate access to facts, materialities, involvements, interactions, relationships and interactions made possible during fieldwork. A section that opens the door to the ways in which anthropologists produce knowledge when they carry out their research, valuing raw data, materials to be analysed, impressions and inaccuracies, circumstantiality and the gerundial nature of doing anthropology and which invites creative solutions that make us enter or approach the experiences lived by anthropologists in the field.


“March 15, 2023. Today was the first meeting at the Bobadela school with C, A, and the teachers who will be hosting us. I hadn't been in an elementary school for a long time. From what the teachers told us, it was the first school to welcome refugee children. The first ones arrived 15 years ago and were sent by the CPR. There are around 100 different nationalities among all the pupils. The meeting took place in one of the boardrooms. When it was my turn to speak, I explained why I decided that the workshop should be called Anthropology and Photography. The teachers were enthusiastic about the key ideas and said, sympathetically, that it wasn't just the students who were going to learn: they would learn too. At the meeting were some of the students (girls and boys) who will be taking part in the project: refugees and immigrants and the “ambassadors”. These are mostly Portuguese students who speak fluent English and French (some are the daughters of Portuguese immigrants). The workshops are scheduled for Wednesdays from 4pm to 6pm. Next week I'm bringing T. to start teaching them the basic techniques of photography. But first, I'm going to ask all the students to introduce themselves and tell us about their backgrounds. Note to self: don't forget to organize the chairs in a circle before starting, so that everyone can see each other's eyes.” (Field notes)


Figure 1 – Slide of the first session

The project called "Workshop on Anthropology and Photography" (WAF) lasted eight months, from March to September 2023, and it took place in a small town near Lisbon (Portugal) and in a public primary and secondary school, with a particular characteristic: being a multicultural school, attended by children of many nationalities other than Portuguese, with a high number of immigrants and refugees (migrants).

The school where the workshop was set up, has chosen to develop and support various inclusive projects centered on interculturality, in order to facilitate dialogue and coexistence between Portuguese and migrant students, with particular attention to learning the Portuguese language. WAF came about because of another project with international partnerships (New ABC https://newabc.eu/) applied in this school. One of its outputs was the training of a group of students from various school levels, whose role was to become "mentors/ambassadors". These, selected and recruited by their teachers, were students who were already well integrated and represented autonomy in the school environment. They could be Portuguese or migrants. One of their priority tasks was to translate other languages into Portuguese, during classes.

The aim of this school project (New Abc) was to directly respond to newly arrived children and youth’s needs, regarding enabling them to integrate into the school environment, in terms of autonomy, trust in the school institutions and wellbeing, trust in other colleagues and support for building multicultural and pro-diversity contexts. Both newly arrived and long settled children and youth, as well as teachers, were trained in mentoring skills, participate in the activities’ planning and were encouraged to reflect in the process of integration of newly arrived students.

It was in the context of this project, to which I already belonged as a consultant, that I was invited to do the "Anthropology and Photography Workshop" (https://newabc.eu/2023/10/08/multimodal-workshops-with-school-students-in-portugal/).

The strategy for the development of this specific workshop, consisted of putting together a transdisciplinary team made up of myself - as coordinator and responsible for the content and dynamization of the workshop sessions; a student of mine, T., (doing his master’s degree in international studies), who is also a photographer and expert in filmmaker. He was responsible of teaching the students cell phone photography techniques; C, a psychologist and researcher, who coordinated the New ABC project in Portugal, and two leaders of refugee associations: A. and M. The last four persons were already part of the project that framed the workshop.


Figure 2 – photo by Cristina Santinho, 2023

 

In each session, the basic concepts were presented and related to the photographic images that illustrated them. These photographs could either be chosen by the coordinating team – preferably just as an initial stimulus – or they could be captured by the students themselves.

We assumed that the images taken on the students' cell phones, after learning the technical elements of photography, followed by a debate on different concepts related to the anthropology of migration, would help young students to think about themselves and the worlds around them.

Thus, the aim of the "Anthropology and Photography Workshop" was to generate dialogues of mutual learning between everyone, in the sense that we believe that the team members, the students, the teachers at this school and myself, regardless of age, curricula and life experience, have something to learn from each other, particularly migrant children who have already accumulated remarkable experiences in their diasporic process that contribute to an extensive perception of life.

The workshop sessions took place once a week, for around three hours each day. The whole team, one or two teachers, and 15 to 20 students were present. The variation in the number of students depended on their asylum processes. In other words: every time refugee families were sent by the institutions responsible for their inclusion to another territory, the children had to leave school to go to another designated city, losing contact with the whole community and having to start their inclusion process, all over again, in another country region.

The students who took place in the workshop came from different backgrounds: Somalia, Bangladesh, Brazil, Angola, Cape Verde, India, Congo and also Portugal.

The concepts covered in the sessions were based on themes from the anthropology of migration, namely: cultural, religious and gender diversity; the notion of identity and belonging; everyday living conditions; the idea of Europe; social inclusion and school integration; different notions of family; migration and mobility; racism; bullying, and perspectives on the future. In order to work on these complex concepts, but in an age-appropriate way (the age of the students ranged from 11 to 16 years old), from a creative and participatory perspective, the sessions always began with an introduction to cell phone photography techniques, followed by practical exercises. All the students had cell phones, so it was a democratic option, available to everyone.


Figure 3 – Photo by A.; Refugees’ Association, 2023

Teaching photography techniques was meant to improve their quality, and to have different perspectives when taking pictures. By teaching “different perspectives” of seeing, we could also address the idea that each person, each notion of culture, each experience of leaving can change if we make the exercise to adopt another angle to look at the world, and to look at the people that are part of it. The students were then asked to apply what they had learned in the school's outdoor spaces and in their everyday lives, taking into account the concepts discussed in class (cultural diversity; identity; the notion of belonging…), followed by a debate on each topic.



Figure 4 – Extract from workshop preparation


This practice served a dual purpose: honing their photographic techniques and providing an alternative means for self-expression. But, most of all, there was another important purpose: to ensure that each student was heard, seen, valued and appreciated for their own ideas. As students delved deeper into the essence of the workshop, their photographic subjects evolved to include also objects or landscapes reminiscent of their home country, culture, or traditions. For instance, the tree featured in the following picture was taken by a student, who remarked that it resembled the place she/he lived before relocating to Portugal.


Figure 5 – Photo by one of the students, 2023


Such moments offered opportunities for discussions on cultural differences, coping mechanisms, the significance of culture, and the challenges of being a migrant. It is essential to recognize that photographs served as an avenue for expression and as a catalyst for addressing more nuanced and delicate issues.
While facilitators (“ambassadors”) and minors were discussing the photos, some issues around different cultures, different religions, and discrimination were raised by participants. These moments led to a delay in the implementation of the workshop, as facilitators and the team felt the need to devote more time than previously estimated to talk about these issues with the students, as they were hindering their inclusion process. If a situation was deemed more complicated, the coordination team was summoned to help talk deeply about that issue. Some concerns potentially impeding the integration of any student were brought to light during the session, or sometimes privately. Some of these challenges included instances of discrimination and racist discourse directed at migrant minors, with participants sharing firsthand experiences. In one of the examples, students recounted how, in situations where something went missing at the school, some peers immediately attributed it to migrant students based solely on their different countries of origin and skin color. Reports regarding the conduct of certain teachers were also troubling, particularly concerning subtle actions and narratives. In another case, some pupils mentioned that certain teachers would request pupils from Brazil to speak "correct Portuguese". Consequently, the team made the decision to organize a session on discrimination and racism, enlisting a facilitator experienced in these topics.

“Now I understand why the teachers were so excited at the start of the workshop: they too have difficulties dealing with diversity. The big difference from other school contexts is that these teachers recognize their own limitations and the need for training in racism and cultural diversity.” (Notes from my field notebook – translated from Portuguese)

In one of the final sessions, students, facilitators, and the team worked together to choose the more illustrative photos to present in an exhibition during the Intercultural Week at the school.


Figure 6 – photo by Cristina Santinho, 2023


The goal of this exhibition was to present the project and the workshop. An additional exhibition was organized, this time hosted by an ONG collective event in Lisbon, during the 2023 World Refugee Day.


Figure 7 – photo by Cristina Santinho, 2023


Figure 8 – photo by Cristina Santinho, 2023


Besides the photos, each exhibition had several reports written by minors about their experience in the workshop – ones in English and others in Portuguese. In general, the students expressed satisfaction with it, highlighting their enjoyment of gaining insights into new perspectives, cultures, and the importance of inclusion of immigrants and refugees. They strongly recommended the continuation of the workshops, with the only drawback identified being a constraint in time. It is noteworthy that both collective exhibitions were collaboratively created and planned, involving all stakeholders invested in the workshop.


Figure 9 – photo by Cristina Santinho, 2023

 

At the end of the Workshop, the team asked the students to evaluate the sessions. Here are some testimonials:

"When students of different nationalities are asked: 'What does culture mean, to you?' we learn a lot about each other, when we hear them speak." (Bangladesh student. Boy. Immigrant. 14 years old)


"I was very impressed to see that the same photograph, sometimes the same photographed object, was interpreted in such different ways. For example, one girl said, regarding a photo of a parrot: 'Oh! Whenever I see a parrot I remember my home in Brazil, my house, and the memories I have from there'. Not everyone sees it the same way. It depends on the culture”. (Angola student. Girl. Immigrant. 14 years old)


"Once, the teacher asked what 'home' meant. There was a refugee girl who answered: 'I was born in Somalia, then I went to live in Sweden. And although I'm now in Portugal, for me, my culture, the one I identify with, is Sweden. That's where I have my best memories. Maybe one day it will even be Portugal, but for now, my home, my identity, is not that of the country where I was born, neither the country where I currently live'. So, we could all understand that our culture isn't necessarily the country where we were born, and our nationality doesn't always have to do with our identity." (Somali student girl. Asylum seeker, 13 years old)


"On the subject of discrimination, racism and bullying, I learned that we should talk to a qualified adult. We shouldn't keep quiet about it." (Cape Verdean student. Girl. Immigrant. 15 years old)


"I've learned that just because we have a different culture or religion from the majority doesn't mean it's bad. It's just different and we can learn from the differences." (Brasilian student girl. Immigrant. 14 years old)


"I learned that, after all, discrimination exists and is everywhere. There are colleagues who suffer from it, just because they're not Portuguese, or because they're a different color, or even because they don't speak Portuguese. When we say that racism is bad, we know that it is, and that you shouldn't be racist, but I didn't realize that making seemingly innocent jokes can really affect someone who is the target of the joke." (Portuguese student girl, “ambassador”. 14 years old)

As I said before, our main task was to enable all students to feel welcomed and supported. For this, we tried to set a safe space where they could speak about their feelings, needs, personal experiences, challenges, fears, and achievements. We also tried to highlight their skills and expertise, knowledge about their own countries, cultures, mastering different languages and life experiences. We used photography as a mean to facilitate self-expression and communication in a more creative and easy way, knowing that the way we observe is shaped by our own culture and that culture is permanently changing. But we also know that photography will not be able to guarantee that what is spoken will be correspond exactly to what is heard.  


Figure 10 – photo: Cristina Santinho, 2023

Cristina Santinho (CRIA-Iscte)



Cristina Santinho holds a PhD in Anthropology and is a full researcher at the Center for Research in Anthropology (CRIA), Iscte – University Institute of Lisbon, Portugal.


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Iscte-Instituto Universitário de Lisboa
Edifício 4 - Iscte_Conhecimento e Inovação, Sala B1.130 
Av. Forças Armadas, 40 1649-026 Lisboa, Portugal

(+351) 210 464 057
etnografica@cria.org.pt

Financiado pela FCT, I. P. (UIDB/04038/2020 e UIDP/04038/2020)

© 2025 Revista Etnográfica

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Iscte-Instituto Universitário de Lisboa
Edifício 4 - Iscte_Conhecimento e Inovação, Sala B1.130 
Av. Forças Armadas, 40 1649-026 Lisboa, Portugal

(+351) 210 464 057
etnografica@cria.org.pt

Financiado pela FCT, I. P. (UIDB/04038/2020 e UIDP/04038/2020)

© 2025 Revista Etnográfica