Name

Carlos Brito

Major/Minor/Field of Study/Occupation

Economics, Ph.D.

Graduation Year

2026

Virtual or In-Person

In-Person

Program Title, Location, Duration

Understanding Local and Refugee Experiences: Venezuelan Displacement in Northern Brazil - Global Grad Grant Recipient

What motivated or led you to participate in your global learning program?

I applied for the Global Leadership Program to complement my quantitative research on the Venezuelan refugee population in Northern Brazil. My study examines the impact of the Venezuelan migration flow on local elections and public education quality in Boa Vista, the main city receiving Venezuelan migrants in Brazil. The program enabled me to conduct a field trip and gather qualitative data directly from locals and those providing public services, assistance, and shelter to refugees.

What was your experience like in this program? What did you learn from your experience: interacting with other people and cultures; academics; addressing global challenges; and/or developing global skills and leadership?

The field experience was very productive. It exposed me to intricate cultural dynamics among locals, Venezuelans, and both indigenous and non-indigenous groups from each nationality. This diversity had a direct impact on the provision of different public services, a key focus of my research. One striking example was my visit to the local children's hospital. The hospital serves a diverse patient population, including eleven Brazilian Indigenous groups, Venezuelans' Indigenous and non-Indigenous refugees, and other Brazilians. This setting illustrated the challenges and nuances of delivering public healthcare in a diverse environment. For instance, the hospital has to accommodate Indigenous patients, who are often not used to beds, by providing hammocks; it also offers "culturally adjusted" meals.

What was the most challenging part of your program and the most rewarding?

A challenge during the qualitative data collection was to effectively guide the conversations. While participants were eager to share their experiences and knowledge (which I was extremely grateful for), time was limited. Therefore, I had to constantly bring the conversations back to my research focus without disrupting it too much and making participants feel rushed or undervalued. Despite this, it was rewarding to hear that my research questions and assumptions resonated with them. Finally, on a personal level, it was also challenging to witness, in person, the socioeconomic problems I had only observed before the trip through statistics and data.

What’s one of your most memorable experiences from your program?

One of my most memorable experiences was visiting a Venezuelan Indigenous refugee community outside of Boa Vista. Together with the staff of "Serviço Jesuíta," an NGO that supports migrants and refugees across the country, I participated in integration activities with music and dance. The activities were led by Colombian volunteers who traveled the continent playing music to immigrants. In one of their songs, we sang together: "Migrating is understanding that everything changes, that I choose the path... with affection welcoming what is different, simply opening the doors for it".

What was a typical day like on your program?

Each day, I began by having breakfast and then sending and replying to emails and texts confirming and scheduling meetings and visits. By late afternoon and evening, I organized my notes and the materials collected throughout the day. During the program, I visited schools, hospitals, local newspapers, refugee communities, NGOs, political party offices and universities. I was fortunate to meet incredibly welcoming and helpful people from various fields and backgrounds, including teachers, principals, hospital administrative staff, politicians, journalists, NGO members and university professors.

What advice do you have for someone considering your program or a global experience, in general? What would you like to share with students who might have similar identities or experiences as you?

I highly recommend incorporating a field trip experience, even for more quantitative research like mine. Observing and interacting with people provided insights that not only complemented some of my quantitative findings, but also made me adjust and improve the economic model specifications. Additionally, it gave me numerous ideas for future research.

What was your biggest concern in regards to participating in the program? Were you able to overcome that concern, and if so, how? What advice would you give someone who has similar concerns?

My main concern was to navigate the cultural diversity imposed by my setting, especially considering this was my first fieldwork as a researcher. The Global Leadership Pathway Micro-Credential Program was extremely useful in preparing me for this challenge.

How do you think your program experiences will benefit you in the future—thinking academically, future career goals, or personally?

First, this trip improved my research in many different aspects, even for some I thought were already concluded. Second, in terms of my career development, this was my first field trip—hopefully the first of many. This experience increased my interest in expanding my research to include issues related to refugee integration and reception. Moving forward, I want to continue studying this population using economic analysis to address real-world questions and shape public policy.

About the Global Learning Hub at UC Davis

As a part of Global Affairs, the Global Learning Hub aims to inspire and advance global curiosity, understanding, and engagement.

Through the Global Learning Hub, every UC Davis student can find global learning opportunities available on campus, in the region, virtually, and internationally. The Hub offers global learning programs, workshops, and resources that enhance all UC Davis students’ academic and career pursuits through four broad areas of opportunities: Community Engagement; Global Skills and Leadership; Internships and Research; and Study Abroad. UC Davis is committed to preparing the next generation of global problem solvers and change makers. As such, we aim to prepare our undergraduate, graduate, and professional students to solve global challenges collaboratively, equitably, and sustainably.