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Bruno de Oliveira Jayme
He/Him
Associate Professor
Dr. Bruno de Oliveira Jayme is a visual artist and an Associate Professor in the Faculty of Education (Visual Arts Education). Born and raised in Brazil, Dr. de Oliveira Jayme uses arts–based research to trouble the complex apparatus that produces and reproduces poverty and marginalization in developing countries.
His latest scholarly work has been centred on Ranciere’s distribution of the sensible, Dorchety’s aesthetic democracy, Lacanian psychoanalysis and Deleuze and Guatarri’s rhizomatic theory.
His studio practice is multidisciplinary. He works with ceramics, oil and acrylic paintings, pencil drawings, digital drawings, and large scale murals.
Through artistic expressions, Dr. de Oliveira Jayme’s research brings forth hidden narratives of oppression and untold stories of inequity, but above all, the dreams of an alternative reality for one self, a process in which he identifies as the pedagogy of possible dreams.
Publications/Papers
de Oliveira Jayme, B., & Sanford, K. (2025). Collaborative mosaics: A rhizomatic approach to arts-based multiple literacies. In Arts-Based Multiliteracies for Teaching and Learning. Ed. B. Peters. IGI Publisher. DOI: 10.4018/979-8-3693-3184-2.ch004
de Oliveira Jayme, B., & Liang, Zhe. (2025–Accepted). The democratic dimension of the arts and the artistic dimensions of democracy: The aesthetics of decolonizing art education. In: For the land, for the future: Knowledge mobilization handbook for critically engaged media production. Ed. E. Gilping and A. Boudreault-Fournier.
de Oliveira Jayme, B. (2024). Community museums: Dialogical spaces for knowledge creation, mobilization and income generation for marginalized citizens. In Propositions for museums. (49-59). DOI: https://doi.org/10.1386/9781789389135_6
de Oliveira Jayme, B., & Sanford, K. (2024). Museum hacking as a tool for critical and transformative pedagogy. In Tereza C., & Johanne J-P. Promoting Inclusion and Justice in University Teaching. Elgar Online (123–136). DOI: https://doi.org/10.4337/9781035323456.00017
Sanford, K., de Oliveira Jayme, B., & Manning–Lewis, T. (2024–in press). Adult (Multi)Literacies for Global Equity/Social Justice in Challenging Times. Australian Journal of Adult Learning, Special Edition on Literacies.
Iwamoto Tosi, R., & de Oliveira Jayme, B., (2023). Hacking the children’s museum: Illuminating middle years studies curriculum in permanent exhibitions. Education and New Developments, 385–389. DOI: https://doi.org/10.36315/2023v1end081
de Oliveira Jayme, B., & Heringer, R. (2022). The arts in individual transformation: Examples from the recycling social movement in São Paulo, Brazil. Engaged Scholar Journal. 8(1), 1–19. https://doi.org/10.15402/esj.v8i2.70757
de Oliveira Jayme, B. (2022). Intersecting graffiti art and museum exhibits: Pedagogical artifacts and research tools in teacher education. In D. Clover, K. Sanford, W. Samara Allen (Eds.). Academic project designs and methods: from professional development to critical and creative practice. (pp. 18–24). University of Victoria Press. ISBN 978-1-55058-705-0
Openjuru, M., Openjuru, G. L., Sanford, K., de Oliveira Jayme, B., Monk, D. (2022). Learning informally: A case for arts in vocational education and training in Uganda. Engage. 4(1), 7–28. DOI:10.18060/26078
Moore, Shannon Dawn Maree, Bruno De Oliveira Jayme, and Joanna Black. 2021. “Disaster Capitalism, Rampant EdTech Opportunism, and the Advancement of Online Learning in the Era of COVID19.” Critical Education 12 (2).,
Saccucci, Brent Franco, and Bruno de Oliveira Jayme. 2020. “High Heels, Empty Bottles and Other Interesting Pedagogical Artefacts Mediating Social Movement Learning.” Journal of the Canadian Association for Curriculum Studies 18 (1): 99–100.,
Jayme, Bruno de Oliveira, Erika Germanos, and Brent Franco Saccucci. 2020. “Recycling Stories: Community Art and Deliberative Democracy Opening Spaces for Civic Engagement.” Journal of the Canadian Association for Curriculum Studies 18 (1): 135–36.
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