Revista Amazônida: Revista do Programa de Pós-Graduação em Educação da Universidade Federal do Amazonas

DIFICULDADES DE APRENDIZAGEM: UM OLHAR A PARTIR DAS PROFESSORAS DO CICLO DE ALFABETIZAÇÃO

Jussara de Souza Catolhos, Naiara Tibola — Fri, 04 Jul 2025 00:00:00 +0000

The subject of this research is the learning difficulties encountered in the literacy cycle corresponding to the first years of elementary school. Literacy is a recurring theme in educational policies, teacher training, debates and various areas. The aim of this study is to identify the main learning difficulties faced by students in the literacy cycle (1st and 2nd years) from the perspective of teachers. The research adopts a qualitative approach and focuses on issues related to the proposed objective, through interviews with literacy teachers, with theoretical support in Vygostky (2003,2010) and Feuerstein (2021). This research aims to contribute to education, especially the literacy cycle, by providing teachers with more information and encouraging new pedagogical approaches that go beyond the classroom.

PERIOCRITICA COMO EIXO ESTRUTURANTE DA FORMAÇÃO CRÍTICA DE EDUCADORES E EDUCANDOS

Gladison Luciano Perosini — Fri, 04 Jul 2025 00:00:00 +0000

Este estudo investiga a sistematização da reflexão crítica no ensino por meio da Periocritica, uma abordagem inovadora que propõe ciclos reflexivos estruturados como eixo do processo pedagógico. O objeto de pesquisa é a análise das limitações das metodologias ativas e da pedagogia crítica na garantia da recorrência da reflexão no ambiente educacional. A questão de pesquisa central indaga como a sistematização da reflexão periódica pode fortalecer o pensamento crítico e a formação cidadã em contextos educacionais diversos. A fundamentação teórica apoia-se nos trabalhos de Paulo Freire, com sua pedagogia da libertação; Boaventura de Sousa Santos, e sua ecologia dos saberes; John Dewey, que destaca a experiência no aprendizado; Jürgen Habermas, e sua teoria da ação comunicativa; e Donald Schön, com a reflexão na ação. Metodologicamente, adota-se uma revisão bibliográfica crítica, analisando lacunas nas principais teorias educacionais e estruturando um modelo que sistematiza a reflexão contínua. As categorias fundamentais incluem pensamento crítico, pedagogia crítica, periodicidade reflexiva e autonomia discente. Os resultados sugerem que a implementação sistemática da reflexão periódica pode transformar a prática docente, assegurando a formação de sujeitos autônomos e críticos. Além disso, a Periocritica se mostra aplicável a diferentes contextos pedagógicos, oferecendo um modelo inovador para repensar a educação contemporânea frente aos desafios sociais e tecnológicos do século XXI.

The POSSIBLE CONTRIBUTIONS OF STRATEGIES AIMING AT SOCIOSCIENTIFIC ISSUES FOR TEACHING THERMODYNAMICS: DEVELOPMENT OF A DIDACTIC SEQUENCE WITH THE PROMOTION OF SCIENTIFIC AND TECHNOLOGICAL LITERACY

Patrick Landal Athayde, João Amadeus Pereira Alves — Fri, 04 Jul 2025 00:00:00 +0000

This study investigates the validity of a teaching proposal with a STSE (Science, Technology, Society, and Environment) approach using socioscientific issues (SSIs) to promote Scientific and Technological Literacy (STL). The qualitative research was conducted with a 2nd-year high school class at a public school in Curitiba, Paraná, totaling twelve class hours over twelve meetings from September to November. The research question was: What are the potentialities and adversities of a STSE-focused teaching strategy for teaching thermodynamics using SSIs, aiming at STL? The objective was to analyze these potentialities and adversities, with an emphasis on thermal energy. Data were collected through semi-structured interviews and recordings of the meetings. Participants created conceptual maps based on SSIs, which served as the basis for a pedagogical puzzle game. Data analysis followed Laurence Bardin’s methodology. The proposal aimed to enhance students’ argumentation skills, guiding them to understand Physics concepts through SSIs focused on thermal energy, discussing the importance of energy, thermoelectric plants, environmental impacts, the Ukraine crisis, and alternative energy sources. The resulting educational product was a didactic sequence to promote STL. The data indicate that this sequence contributed to the development of skills such as analysis, synthesis, comparison, and spatial relationship perception, as well as teaching students to complete activities. This resulted in greater dynamism in knowledge assimilation, aligned with STL and understanding the world, enabling more conscious choices.

THE PUBLIC UNIVERSITY AS A SOCIAL INSTITUTION AND THE EPISTEMOLOGY OF COMPLEXITY

Maria das Graças Pereira Silva, Eudione Bezerra da Silva, Maria José de Pinho — Fri, 04 Jul 2025 00:00:00 +0000

Education is the practical process through which the subject immerses himself in the fabric of his historical existence, as it is a moment of intense insertion into the life of the social group in which we live and effectively lead our daily lives. Addressing the public university as a social institution and epistemology of complexity leads us to think about updating new knowledge, complex thinking, the possibility of better performance in teaching and learning processes and, consequently, improving the quality of education. The article aims to understand the role of the public university as a social institution, as well as to discuss the epistemology of complexity. It asks: what is the role of the public university as a social institution? In a critical line of investigation, and with a qualitative approach, the research uses bibliographic analysis, based on theorists who discuss complex thinking, starting with the studies of Edgar Morin. The subject is thought-provoking and, for this reason, the choice is justified, as well as the fact that it is relevant for future researchers who want to expand their knowledge on the subject in question. It should be noted that the university is a social institution and expresses, in a specific way, the structure and way of functioning of society as a whole. It therefore seeks to train teachers capable of thinking and acting in a complex way.

A DICOTOMIA SOCIOJURÍDICA ACERCA DO MARCO TEMPORAL PARA DEMARCAÇÃO DE TERRAS INDÍGENAS NO BRASIL: ASPECTOS DE SOBERANIA, DIPLOMACIA E SEGURANÇA FUNDIÁRIA

Fri, 04 Jul 2025 00:00:00 +0000

This scientific article investigates the socio-legal dichotomy surrounding the temporal framework necessary for the demarcation of indigenous lands in Brazil, highlighting challenges of sovereignty, diplomacy, and land security. The study addresses the divergence between the jurisprudence established by the Supreme Federal Court in General Repercussion Thesis No. 1,031 and the provisions of Law 14,701/2023, which regulates indigenous territorial rights under temporal possession criteria. The methodology is qualitative and bibliographic, focused on documentary and doctrinal analysis. Key findings discuss the impact of the new legislation on land stability, the rights of indigenous peoples, and the economic and social repercussions of this dichotomy. It concludes that Law 14,701/2023 poses risks to indigenous rights and legal security, fostering tension between economic interests and the preservation of the culture and dignity of indigenous peoples. Regarding the proposed hypothesis, the research confirms it, specifically through the application of the General Repercussion Thesis and the Temporal Framework Law on claims arising from land conflicts and litigation, as well as the discord between societal and economic sectors.

ADOLESCENTES E DIREITOS: A EDUCAÇÃO SOCIAL E O TRABALHO EDUCATIVO COM A CULTURA CORPORAL NO CENTRO DA JUVENTUDE DE IVAIPORÃ-PR

Sofia Mattei Praczum, Paula Marçal Natali, Thais Godoi de Souza — Wed, 02 Apr 2025 00:00:00 +0000

Social Education is an area of study and advocacy that deals with education for human rights. In Brazil, it mostly involves actions involving children and teenagers whose rights have been violated. This investigation aimed to analyze the configuration of educational work with the language of body culture in a Social Education institution in the city of Ivaiporã-PR. To this end, a case study was methodologically used, which took place at the Youth Center, an institution that is part of the Coexistence and Strengthening of Bonds Service in the city of Ivaiporã/PR. The construction of the analyzed data was done with observations of educational activities and production of reports and semi-structured interviews with the institution's social educators. The data obtained were analyzed using the content analysis technique (Bardin, 1979). With this study it was possible to observe how the educational actions of a Coexistence and Bond Strengthening Service institution are configured, as well as their relationships with body culture and dialogues with playfulness, it still became possible to identify the need for a specific training for the area of Social Education and the importance of the role of Physical Education teachers in these spaces.

EDUCAÇÃO E SAÚDE: POLÍTICAS DE ENFRENTAMENTO DO ADOECIMENTO MENTAL DOCENTE NO ENSINO SUPERIOR

Flávia Pereira Salazar Ribeiro, Juliana Cordeiro Soares Branco — Wed, 02 Apr 2025 00:00:00 +0000

This work aims to present a review of national mental health policies, worker health policies, and health care policy for federal government workers, through a bibliographic review of the essential legislation for their constitution. It will be possible to discuss the general guidelines, evolution, and the various effects of public health and mental health policies, aimed at the general community, private sector workers, and especially government workers from federal educational institutions. To achieve this, the text presents the worker health policy, since the field of occupational health investigates the influence that the work environment has on an individual's mental health, sometimes weakening it.

PRÁTICA EXITOSA NO ENSINO DE LÍNGUA PORTUGUESA EM COARI - AM: RELATO DE EXPERIÊNCIA

Antônia Fernanda Dutra Pinto, Rozane Alonso Alves — Mon, 14 Apr 2025 00:00:00 +0000

Este estudo de caráter descritivo, trata-se de um relato de experiência vivenciado durante as aulas de língua portuguesa ministrada para alunos e alunas do 5º ano do Ensino Fundamental I da rede estadual de ensino em Coari-AM. O objetivo do texto é compartilhar outras possibilidades de trabalhar a leitura e a escrita nos anos iniciais da educação básica, com uma turma que apresentava dificuldades em ler e escrever. O artigo está baseado na análise qualitativa (González Rey, 2015) e fundamentado na metodologia descritiva (Andrade, 2010), já Soares (2021) nos ajudou a pensar as habilidades da leitura e da escrita articuladas à produção de textos. Os resultados demonstraram que a prática exitosa oportunizou experiências, debate, entendimento da sequência do texto, criou condições favoráveis para ampliar o vocabulário das crianças e as interações entre elas durante a aprendizagem da leitura e da escrita no 5º ano.

EDUCATION IN THE PEASANTRY: TRAINING IN NATURAL SCIENCES AND THE STUDY OF REALITY

Wed, 02 Apr 2025 00:00:00 +0000

In this study, we present reflections on processes and regulations for Rural Education and its curricular structure present in the initial teacher training course as guidelines for educational action in rural schools. We will address the modeling principles of Pedagogical Alternation and Training by Area for the realization of an emancipatory educational possibility articulated by the elements: teaching of Natural Sciences, interdisciplinarity and study of formative realities that have as theoretical support dialogues with Freirean conceptions. We will focus on elementary characteristics of the teaching practice that has been consolidated in the Bachelor's Degree in Rural Education in the area of Natural Sciences and Mathematics at the Federal Institute of Sciences and Technologies of Para/Altamira Campus.

FROM QUESTIONS TO ANSWERS: RURAL EDUCATION AS THE THEME OF DISSERTATIONS DEFENDED AT PPGED/UFPA FROM 2012 TO 2017

Natamias Lopes de Lima, Pedro Leite Cordeiro — Thu, 03 Apr 2025 00:00:00 +0000

This article analyzes the results and conclusions, based on the problems and objectives, of research whose theme was Rural Education, defended in the Postgraduate Program of the Federal University of Pará, from 2012 to 2017. To this end, chose the following as the central question: what problems, purposes and conclusions permeated the research whose theme was Rural Education, carried out in the master's degree of the Postgraduate Program in Education at the Federal University of Pará (PPGED/UFPA) in that period ? The objective is to identify the problems addressed in the research of that period, as well as to investigate the purposes and results/conclusions of these investigations. To this end, a theoretical study was carried out, resulting from a bibliographical research, using content analysis based on Bardin (1977). The dissertations were accessed virtually in the PPGED/UFPA repository, using the descriptor “from the field”. The theoretical framework includes authors such as Leite (2002) and Damasceno (1993), who discuss issues related to rural education; Santos (2020); Arroyo (2011); Fernandes; Cerili; Caldart (2011) and Lima and Matos (2023), which address Rural Education. The results indicate that, although advances have been made, educational policies and actions aimed at rural people, in the period analyzed, still presented characteristics more aligned with a “rural education” policy, in its historical and conceptual conception, than with the education demanded by the subjects of rights.

THE MATERIALIZATION OF CONTEXTUALIZATION IN SCIENCE TEACHING IN PRACTICE

Marlon Santana de Miranda, Sanara Cruz Miranda, Wanna Santos de Araújo — Wed, 02 Apr 2025 00:00:00 +0000

The contextualization of teaching is a topic that has been researched and debated by education researchers for a number of years. Contextualized teaching enables students to understand themselves, their surroundings and the world, by understanding historical, political, cultural, economic and social aspects. The aim of this study is to identify how the contextualization of teaching occurs in the pedagogical practice of science teachers and to understand how teachers understand the contextualization of science teaching. To this end, a focus group was used as a data collection strategy, in which seven teachers took part, two from the state school system and five from the municipal school system in a city in the northeast. It was possible to see that the teachers understand that contextualized teaching has great potential in the learning process, as it provides greater student engagement in lessons. Another aspect observed is that contextualized science teaching materializes in various ways, such as examples from everyday life, technical visits, field lessons, videos, photos and teaching materials. Therefore, it is understood from this study that contextualized teaching contributes to students' civic education, understanding of the world, life projects and prospects for a promising future, so that students are aware of their role in the classroom, in society and in the world.

INTERSECTIONAL RESEARCH AND DIFFERENCE IN CHEMISTRY TEACHING

Brenda Geralda da Silva, Marcelo Siqueira de Jesus — Wed, 02 Apr 2025 00:00:00 +0000

This article is the result of bibliographical research (GIL, 2002), of a qualitative nature, on the theme of intersectionality and difference in school knowledge, and from the perspective of anti-racist teaching we review some achievements and propaedeutic knowledge developed by black women scientists who contributed to the progress of science and technology. We understand that the achievements of these women scientists become a reference for black youth in high school. The relevance of this research is due to the attempt to overcome the monocultural character of the Eurocentric curriculum in the teaching of chemistry in high school, and with the premise of highlighting the achievements of black women in science, and this action becomes a measure of anti-racist pedagogical action (BRAZIL , 2004). The research adopted as its normative and epistemic guide the deliberations of Federal Law No. 10,639/2003 and the Curricular Guidelines for the Education of Ethnic-Racial Relations (2004), and we sought, by historicizing the teaching of chemistry, to reveal its monocultural Eurocentric character, to thus, propose the inclusion of content related to the actions of black women scientists and their corroboration for the progress of science, in the high school curriculum. The result of the research brought together the achievements of black women scientists, Brazilian and African, and our understanding is that they become pedagogical tools to become an identity reference for young black people, in demonstration of overcoming patriarchal, racist and classist oppressions, and of others that promote distinction due to the character of the difference. We understand that this opportunity to accumulate propaedeutic knowledge enhances the construction of the intellectual trajectory of these young people in high school, and we also consider it to be a way of increasing interest in developing research in higher education, a demonstration of incentive to take the Brazilian National High School Examination - ENEM

FORBIDDEN KNOWLEDGE: REFLECTIONS ON HUMAN FORMATION AND THE PROHIBITION OF THOUGHT

Lúcia de Fátima Vieira da Costa — Wed, 02 Apr 2025 00:00:00 +0000

It points out reflections on knowledge, thought, and human formation, considering the importance of reading in this context during certain historical periods, where authoritarian power relations can be identified. Censorship, restrictions on literacy, and the control and surveillance of knowledge have marked historical moments in Antiquity, the Middle Ages, and in the dictatorships of 20th-century Latin America. Bringing the discussion to the present, it indicates that restrictions on knowledge may have, among other things, two causes linking historical processes to the current situation: the historical “danger” that looms over knowledge and thought; and the rise of utilitarian and urgent knowledge in the age of the Internet. The theoretical-methodological approach includes thinkers such as Roger Chartier, Alberto Manguel, Roger Shattuck, Hannah Arendt, Joseph Comblin, and Néstor Canclini; to reflect on contemporary society, Zygmunt Bauman and his relationship with formal education, along with authors like Edgar Morin and Paulo Freire.

ETNOGRAFIA DE TELA: UMA METODOLOGIA POTENTE PARA PESQUISAS EM EDUCAÇÃO

Patrícia Dyonisio de Carvalho, Rayane Ancelmo Leal, Maria Cláudia Dal’Igna — Wed, 02 Apr 2025 00:00:00 +0000

This article presents part of the theoretical-methodological discussion carried out in two doctoral theses developed in a Postgraduate Program in Education in southern Brazil, linked to a project and a broader research agenda that has been concerned with thinking about teaching professionalism in contemporary times, from Studies in Teaching, Post-Structuralist Gender Studies and Foucauldian Studies. From these perspectives, the methodology known as screen ethnography is discussed. It is argued that it is powerful for problematizing contemporary cultural artifacts, such as streaming and TV series, making it relevant to education research. Through immersion in the field, diary entries, the grouping and regrouping of scenes, the development of analysis and the decoupage of scenes, the productivity of screen ethnography is supported for theoretical-methodological exercises interested in multiplying meanings about cultural artifacts. It is argued that the suggested step-by-step approach, in addition to the movement of watching and re-watching each scene several times and in different ways, makes it possible to multiply the ways of describing what is watched, a condition that allows the researcher to use the methodology to produce their analysis.