Francisco Gomes de Oliveira Neto has been awarded Chalmers Teaching Award 2025

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Francisco Gomes de Oliveira Neto draws much of his inspiration from his own time as a student in a conservative region of Northeastern Brazil where he grew up.

‘When I started studying computer science, there were 50 students in my class, but only seven or eight of them were women. I already knew I was gay, but I lived in the closet. I had the gender privilege of being a man, yet I still felt that I didn’t quite belong.’

During his studies, he became aware of how much language and comments – even unintentional ones – can affect one’s sense of belonging. For example, there were rumours about a teacher being gay.
‘People said, “He’s so smart and an amazing teacher, but he’s gay.” I always thought: why does there have to be a but? Why not just, “He’s an amazing teacher who happens to be gay”,’ says Francisco Gomes de Oliveira Neto.

These experiences almost made him drop out of computer science, but he persevered.

‘I loved the subject but struggled with the environment, and I had very few role models. Almost no women teachers, and none that I knew of from underrepresented groups.’

Then one of his lecturers mentioned Alan Turing, who laid the foundations of algorithms and AI, and who had been gay.

‘I remember being deeply moved. I sat there thinking: the man who basically invented computer science – he was like me. It was an incredible and defining moment,’ says Francisco Gomes de Oliveira Neto.

Subtle signals

When he began teaching himself, he reflected on how many students like him might be sitting in his lecture halls. He now makes a conscious effort to be the representation he once lacked. He is open about being gay and often includes subtle references to gay culture in his teaching.

‘It’s not to make a point – it just sends subtle signals. I know there are silent Franciscos out there who might see one of my slides and think, “Okay, here’s someone I can relate to.”’

He also starts his lectures with an image of a person from an underrepresented group who has made significant contributions to computer science.

‘I don’t say, “Now we’re going to talk about equality.” I simply show the picture and tell the story of their work. That’s enough.’

Francisco Gomes de Oliveira Neto believes academia risks losing many talented people if they do not feel safe within the university environment.

‘A sense of belonging is crucial. We want to be where we feel happy. If you don’t feel safe or welcome, you won’t want to stay.
Teaching is as much about empathy as it is about knowledge. You can be brilliant in your subject, but if the students don’t feel seen, it doesn’t matter.’

Learning from each other

He creates a safe atmosphere through simple means – by listening carefully to his students, using inclusive language and showing genuine interest in different perspectives. He also stresses the importance for teachers to be aware of their own privileges.

‘I’m a white man, I’m a professor, and I know that comes with a certain position of power. But I’m also gay and come from a working-class background in Brazil. That allows me to see both sides.’

The relationship between teacher and student is particularly important to him, and he sees learning as a reciprocal process where both sides learn from each other – the opposite of the hierarchical education he experienced himself.

‘I often tell my students that we’re on the same journey – we just have different roles.’

Becoming one of this year’s award recipients means a great deal to him.

‘I don’t see it only as recognition for me, but as a sign that Chalmers values inclusion and humanity in teaching.’

Original text: Erik Krång, Chalmers

From the article: Teachers awarded for inclusive pedagogy

Prize justification:

Francisco Gomes de Oliveira Neto, for his inclusiveness in teaching and the support he provided to students and staff members from underrepresented groups. Beyond his dedication to student-centred teaching approaches, he used many examples of role models from those groups and developed dedicated activities targeting those groups. This inspired many students, as well as faculty members, through for instance the GU IT Faculty's official guidelines for inclusive teaching he developed.