Critical Thinking and Expression

For this section of my portfolio, I chose two artifacts that show how I developed critical thinking and expression as a Portuguese major at BYU. Both pieces pushed me to research, weigh evidence, organize complex ideas, and express an argument clearly in an academic register. I wanted to include artifacts that show different kinds of intellectual work. One is a more policy and education-focused argumentative essay about hybrid learning in Brazil, and the other is a broader research paper about corruption, bureaucracy, and economic hardship in Brazil. Together, they represent the kind of work I find most meaningful.

The first artifact I included is my essay “Nem só de tela, nem só de giz: a revolução silenciosa do aprendizado híbrido.” In this paper, I argue that hybrid education offers an effective balance between online flexibility and the irreplaceable value of in-person learning. Early in the essay, I frame the issue by pointing to major educational changes and the increasing role of technology in Brazil, then argue that hybrid learning offers “o melhor dos dois mundos” for students. As the paper develops, I use evidence about student satisfaction, teacher perceptions, interpersonal communication, and adaptability in order to support the argument rather than relying only on anecdotal evidence. I chose this artifact because it shows that I can build a structured argument in Portuguese using outside research, interpretation, and synthesis. It also demonstrates that I can engage with an issue that has both practical and theoretical dimensions and gives me much to think about as I continue to teach.

The second artifact I included is “Governo de terror,” a research paper about corruption, bureaucracy, social policy, and economic opportunity in Brazil. In that paper, I argue that corruption and poor governance do not merely create inefficiency, but actively limit people’s ability to improve their lives and pursue economic security. The introduction lays out that larger claim directly by presenting corruption, bureaucracy, and bad policy as barriers to prosperity and even as violations of human dignity and opportunity. From there, the paper moves through several connected arguments: corruption among political and judicial leaders, the long-term effects of welfare dependence and labor regulation, and the way bureaucracy and taxation suffocate entrepreneurship. This was important for me to write as I saw the structural barriers my friends in Brazil face every day.

These two artifacts show different skills that I have developed as a Portuguese major at BYU. First, they show that I have become much more comfortable writing academically in Portuguese, how I’m able to write about abstract issues, integrate sources, and maintain an academic tone. Second, these artifacts show growth in my research skills. In both papers, I had to locate relevant sources, interpret them, and use them purposefully rather than just dropping in quotations. Third, they show growth in my critical thinking. I examined complex ideas, identified causes and consequences, and built nuanced arguments.

As I continue forward, I want to keep developing these same abilities. One of my biggest goals is to continue reading and writing in Portuguese at a high level so that I do not lose the academic and analytical skills I have built, especially as I enter graduate studies within the field. I want to keep engaging with Brazilian social, political, and cultural topics, especially because they connect so well with my broader academic and professional interests. I also hope to continue doing research that allows me to combine language skills with larger questions about society, policy, and culture.