Author ORCID Identifier
https://orcid.org/0000-0002-5767-4271
Abstract
This paper examines how doctoral research can generate impact in marginalised contexts through a qualitative case study conducted in Turmalina-MG, Brazil. The study explored the relationship between education and sustainable economic development through fieldwork across 13 primary schools and engagement with teachers, school leadership, and municipal decision-makers. Rather than treating education only as a sectoral policy issue, the research framed it as a long-term development mechanism linked to human capability, local resilience, and future economic opportunity. The paper argues that the impact of doctoral research in this case became visible in four main ways: through the generation of structured local evidence, through greater visibility of local educational realities, through the reframing of education within wider development debate, and through a later practical linkage to a community-based solar initiative intended to support the development of a rural library and nearby families. The case also offers a broader reflection on economics and doctoral education, showing that both become more meaningful when they remain connected to place, context, and lived social realities.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Recommended Citation
Rodrigues da Rocha, Ozeias
(2026)
"From Doctoral Research to Local Development: Education, Sustainability and Research Impact in Turmalina-MG, Brazil,"
Critical Letters in Economics & Finance:
Vol. 3:
Iss.
1, Article 1.
Available at:
https://arrow.tudublin.ie/clef/vol3/iss1/1