Educamazônia - Educação, Sociedade e Meio Ambiente

APRESENTAÇÃO: TEMAS LIVRES EM EDUCAÇÃO, SOCIEDADE E MEIO AMBIENTE

Equipe Editorial — 2025-07-01

APRESENTAÇÃO: TEMAS LIVRES EM EDUCAÇÃO, SOCIEDADE E MEIO AMBIENTE

TEMAS LIVRES E DOSSIÊS TEMÁTICOS EM EDUCAÇÃO, SOCIEDADE E MEIO AMBIENTE

Equipe Editorial — 2025-07-01

O sumário aborda temas centrais relacionados à educação, sociedade e meio ambiente, com uma estrutura que inclui tanto temas livres quanto dossiês temáticos. Os temas livres permitem uma abordagem ampla, trazendo reflexões e discussões diversificadas sobre a relação entre esses três campos, destacando como se interconectam nas esferas social e ambiental. O objetivo é promover uma compreensão integrada e crítica, essencial para o desenvolvimento de soluções sustentáveis e inclusivas nas diferentes esferas da sociedade.

BIODIVERSITY CONSERVATION LAW AND POLICIES IN THE AMAZON REGION OF SURINAME, GUYANA AND FRENCH GUIANA

Paula Fernandez — 2025-07-02

Guyana, Suriname, and French Guiana are three territories which have in common their extensive forested areas and abundant biodiversity, their location in the Guiana Shield and their belonging to the Amazon jungle. The population is not numerous; together they do not exceed two million inhabitants. At the same time, the three territories present disruptive colonization processes of the American continent of the Spanish and Portuguese hegemony of the 16th and 17th centuries. Based on this, in this article, we propose to present and describe the main policies and laws for the conservation of biodiversity in Guyana, Suriname, and French Guiana. To aim this objective, we made an extensive review of literature and policies and legislation regarding the conservation of biodiversity in these territories. The triangulation of sources was also practiced considering different institutional and governmental reports and press releases on the advantages, scope and weaknesses of the application of the regulations.

USO DE METODOLOGIAS ATIVAS EM UMA SEQUÊNCIA DIDÁTICA DE GENÉTICA

Luzia da Silva Lourenço — 2025-07-02

This study aimed to evaluate the use of active methodologies in promoting the learning of Genetics content. For this purpose, a didactic sequence (DS) using active methods was implemented from August to October 2021 in 2 classes of the third year of high school at a Full-Time State School in Alta Floresta do Oeste, Rondônia, Brazil. The validation of the DS was performed through the application of two tests, initial diagnostic and final, to the students. In addition to this assessment, the didactic sequence was sent to Biology teachers for evaluation of content adequacy, structure, tools, methodology, timing, and contextualization. The average grades of the students in the diagnostic assessment were 2.9 for 3rd year A and 2.1 for 3rd year B. In the final assessment, the average grades were 6.1 and 7.4 for classes A and B, respectively. The comparison test of the averages found a significant difference between the students' performance in the diagnostic test and final test in both classes. A total of 11 teachers positively evaluated the activities, indicating that the DS is applicable and efficient for teaching Genetics. Therefore, the use of active methodologies as a teaching strategy in the planning of classes in the Genetics Didactic Sequence promoted learning, as students had a better performance after the application of the DS and Biology teachers consider the DS applicable and efficient.

Challenges and possibilities encountered by Physical Education teachers for the inclusion of Electronic Games in their classes

Elker De Oliveira Lourenço — 2025-07-02

It is up to the school, especially the public, to integrate Digital Information and Communication Technologies (DICTs) to compensate for the tremendous social and regional differences caused by unequal access, training and use of these technologies. This article aims to verify the appropriation of DICTs and, more specifically, Electronic Games by Physical Education teachers in their classes. The focus on Electronic Games can be explained by the fact that they are considered the gateway for children and young people into the universe of digital culture. It is qualitative research. Physical Education teachers from the municipal education network of Aparecida de Goiânia–GO participated in the study. Teachers responded to a questionnaire via Google Forms. The data was analyzed using the Content Analysis technique. The main results are: a) the use of DICTs in classes enables experiences that, without their use, would not be possible; b) teachers who have had some cultural experience with Electronic Games recognize remarkable moments of learning; c) the difficulties in including Electronic Games in classes refer to digital resources for practice, their insufficient quantity and/or outdated software and/or inoperative equipment, and the lack of initial and continuing training; d) Electronic Games have been inserted into classes through games on websites, theoretical discussion with digital experimentation, transposition of Electronic Games content to non-digital experiences; e) the experience with Electronic Games has the potential to contribute to several factors linked to the motor, cognitive and social aspects of students.

COP 30 EM BELÉM: CONTROVÉRSIAS DO DEBATE AMBIENTAL VERSUS A REALIDADE DA IMPLANTAÇÃO DA USINA HIDRELÉTRICA DE BELO MONTE NO RIO XINGU

Taiana Amanda Fonseca dos Passos — 2025-07-02

Belém, the capital of the state of Pará, was chosen to host the 30th edition of the United Nations Conference on Climate Change (COP 30). Among other things, the objective of the Conference is to assess climate change on the planet, developing strategies that allow the fulfillment of the obligations assumed by the Member States. This event reinforces the protagonism of the Amazon region in the global scenario of climate discussions, as it will bring together world leaders, scientists, activists and representatives of several nations. The emergence of projects and the articulation organized by financial capital to implement mechanisms of control and submission over the Amazon territory and its resources is intrinsically contradictory to the discourse defending the environment. The article analyzes the contradictions between the current development model of the Amazon and market-based solutions, often driven by the implementation of large infrastructure projects. Finally, it is essential to emphasize that the conventional idea of “development” fostered by the Large Projects disregards knowledge, practices and identities constructed from the relationship between subject and territory.

A FORMAÇÃO DO EDUCADOR AMBIENTAL NA EDUCAÇÃO INFANTIL: POSSIBILIDADES A PARTIR DE COMUNIDADES DE PRÁTICA E PROCESSOS ECOFORMATIVOS EM ESPAÇOS EDUCADORES SUSTENTÁVEIS

Paulo Roberto Serpa — 2025-07-02

A formação de educadores ambientais na Educação Infantil é um processo contínuo e dinâmico, que se constrói a partir da interação entre sujeitos, espaços e práticas pedagógicas. Neste artigo investiga-se a formação dos educadores ambientais no contexto da Educação Infantil, considerando o estabelecimento de comunidades de prática com processos ecoformativos em espaços educadores sustentáveis. Inserido em uma pesquisa maior de doutorado em andamento, o estudo discute como a constituição da identidade do educador ambiental ocorre por meio da interação com o ambiente e com seus pares. Fundamentado na perspectiva das comunidades de prática e da ecoformação, o discute-se a importância da reflexão sobre a prática pedagógica e da participação ativa na construção do conhecimento. Nesse caminho, os espaços educadores sustentáveis tornam-se ambientes fundamentais para a construção de sujeitos socioambientalmente responsáveis, fomentando uma educação comprometida com a sustentabilidade. Também, reforça-se a necessidade de políticas públicas e iniciativas que incentivem a formação continuada dos educadores ambientais e a criação de espaços educadores sustentáveis na Educação Infantil.

CIÊNCIA COM CONSCIÊNCIA: UM ENSAIO

Frank Moreira Carvalho — 2025-07-02

Este artigo explora a temática "Ciência com Consciência", abordando a complexidade inerente à Ciência e os desafios éticos, políticos e metodológicos que ela enfrenta. Discutimos a necessidade de uma metaciência que forneça uma consciência à prática científica, destacando novos paradigmas que incorporem uma dimensão ética e responsável. Também enfatizamos a importância de uma transdisciplinaridade e a relevância do erro na construção do conhecimento, propondo uma razão aberta e complexa que supere os limites da Ciência Tradicional. A reflexão crítica sobre o papel da Ciência na sociedade moderna é essencial para garantir que seu desenvolvimento ocorra de forma equilibrada e sustentável. A interdependência entre avanços científicos e suas implicações sociais e ambientais precisa ser cuidadosamente avaliada, promovendo uma abordagem que priorize o bem-estar coletivo. Além disso, a Ciência deve estar alinhada com princípios de justiça social e equidade, assegurando que os benefícios da pesquisa científica sejam distribuídos de maneira justa e acessível a todos. Por fim, destacamos a necessidade de repensar o conceito de progresso na Ciência, movendo-se além do crescimento econômico e tecnológico para um modelo que valorize a sustentabilidade e a justiça social. A incorporação de uma consciência ética na prática científica, juntamente com uma abordagem transdisciplinar, pode abrir caminhos para soluções inovadoras e holísticas, capazes de enfrentar os desafios complexos do século XXI.

A INTEGRAÇÃO DAS TECNOLOGIAS DA INFORMAÇÃO E COMUNICAÇÃO NO ENSINO A PARTIR DA LDB - 9394/96

Adriane Jamily Leal da Cunha — 2025-07-02

This article proposes reflections about the integration of Information and Communication Technologies (ICTs) in the official documents that regulate the use and the incorporation of ICTs in the school scope in Brazilian education, based on the Law of Guidelines and Bases (Law 9.394/96). Thereunto, the National Curriculum Parameters (PCNs), the National Common Curricular Base (BNCC), the National Education Plan (PNE 2014–2024), and the National Educational Technology Program are highlighted. The research was bibliographic, documentary and qualitative. The method of research and analysis is based on the historical-dialectical materialism, considering the social and historical transformations of each document and also the contradictions of concrete reality. Despite the progress these documents present, the inequality of access makes it difficult the implementation of such guidelines. Thus, studies indicate that public policies need to support everyone equally so that social justice can happen and technologies in schools do not become instruments of exclusion or segregation, but rather enhance critical thinking.

PERCEPÇÕES SOBRE OS ASPECTOS AMBIENTAIS E SANEAMENTO BÁSICO DOS MORADORES DA ZONA URBANA DO MUNICÍPIO DE PINHEIRO-MA

Aleffy Amorim — 2025-07-02

A temática ambiental tem se tornado cada vez mais prioritária na sociedade atual, sobretudo diante dos impactos resultantes da interação entre o homem e o meio ambiente. A percepção social quanto ao uso dos recursos naturais é essencial para minimizar os efeitos negativos gerados. Nesse contexto, a Educação Ambiental destaca-se como ferramenta fundamental para sensibilizar e capacitar a população sobre as disfunções ambientais existentes. Este estudo teve como objetivo analisar a percepção ambiental dos moradores de uma comunidade da zona urbana de Pinheiro-MA, com foco na problemática do saneamento básico, visando fornecer subsídios para futuras ações de gestão e educação ambiental. A pesquisa, de caráter quantitativo-descritivo, foi realizada por meio da aplicação de 50 formulários semiestruturados em residências próximas ao córrego urbano conhecido como “vala do gabião”, local marcado pelo descarte inadequado de resíduos sólidos e esgoto a céu aberto. Os resultados apontaram que os moradores reconhecem as precárias condições de infraestrutura, a deficiência na coleta de lixo e a ausência de políticas públicas efetivas. A partir desses dados, reforça-se a necessidade de políticas de saneamento aliadas a estratégias de Educação Ambiental, considerando as especificidades sociais da comunidade.

A FLORA BRASILEIRA AMEAÇADA DE EXTINÇÃO: IMPORTÂNCIA TAXONÔMICA E GEOGRÁFICA

Rosineide Campos Chaves — 2025-07-02

The taxonomic and geographical importance of plant species for society is to establish policies that aim to guarantee control over the exploitation of natural resources in the long term, as human action in the environment is evident. Therefore, the objective of this study was to investigate the taxonomic and geographical importance of Brazilian flora threatened with extinction, in order to contribute to the application and preservation of Brazil's plant biodiversity. The methodology used was based on a literature review, through descriptive and exploratory research that aims to examine the material generated in scientific work, giving importance to all stages such as: concepts, techniques, results, discussions and conclusions, with the purpose of investigating articles published in national and international journals, covering the inclusion period 2003-2023 as this type of study seeks to understand a problem based on theoretical references published in documents. The results obtained were 53 scientific works, considering the inclusion and exclusion criteria. Of these, 38 were excluded after reading the title and abstract, as they did not present content with the proposed theme. The final result included a total of 15 works, related to taxonomic and geographic importance for the Brazilian flora. The results of these works point to a critical reality in terms of the conservation of Brazilian flora threatened with extinction. The potential loss of almost half of the species assessed highlights the urgency of comprehensive and effective conservation strategies, involving government actions, additional research and societal awareness. It is concluded that more active actions by government bodies are necessary to consolidate public policies in relation to the conservation and preservation of Brazilian flora.

ATIVIDADES EXPERIMENTAIS NO ENSINO DE FÍSICA: MAPEAMENTO E ANÁLISE DE PESQUISAS DE REVISÃO DE LITERATURA

Luciele Joíne Barros Lima — 2025-07-02

Este estudo realizou uma revisão de literatura sobre atividades experimentais no ensino de Física, com foco nas publicações disponíveis no Portal de Periódicos da CAPES entre 2014 e 2023. A pesquisa teve como objetivo analisar de que maneira as revisões de literatura estruturam e contextualizam as práticas pedagógicas envolvendo atividades experimentais no ensino de Física, evidenciando tendências, desafios e limitações nessa área. Seguindo uma abordagem de revisão de mapeamento em pesquisa educacional, a seleção dos artigos foi conduzida com base em critérios de inclusão e exclusão. A triagem inicial considerou títulos, resumos e palavras-chave, enquanto a análise final envolveu a leitura integral dos textos para garantir a identificação de revisões de literatura. Os achados destacam a falta de aprofundamento teórico sobre a experimentação no ensino de Física, as limitações na contextualização histórica de experimentos e o impacto das novas tecnologias na prática experimental. A análise apontou ainda a falta de transparência metodológica em algumas revisões, o que compromete a reprodutibilidade dos estudos.

APROFUNDAMENTO DO USO DA CONTEXTUALIZAÇÃO COMO FERRAMENTA DIDÁTICA NO ENSINO DE QUÍMICA

Severino de Souza Neto — 2025-07-02

This article refers to the final activity of the course "Fundamentals and Methodologies for Teaching Natural Sciences and Mathematics" in the Graduate Program in Science and Humanities Education at UFAM. Its objective was to conduct a narrative review of the texts covered during the course and extract contributions that can be applied to the use of contextualization in Chemistry teaching. The methodology is based on a literature review of the mentioned texts in order to identify contexts related to the theme of contextualization, in such a way that it can serve as a didactic tool for teaching Chemistry. Sixteen articles were analyzed, and seven of them were selected. Thus, we present a synthesis of each trend, including its characteristics and contributions to teaching, as well as its applicability and recognition in each analyzed article. Each article includes a summary of the most relevant parts, directly or indirectly related to the theme of contextualization, referring to its main characteristics and contributions to teaching, as well as suggestions for various ways of contextualizing. As a result, this research aims to deepen and enrich the approach to the use of contextualization in Chemistry teaching.

A DINÂMICA CURRICULAR DO ENSINO DE CIÊNCIAS DA NATUREZA E SUAS TECNOLOGIAS NO BRASIL FRENTE ÀS REFORMAS EDUCACIONAIS

João Paulo Montavão Silva — 2025-07-02

O presente texto se propõe a realizar uma análise e descrição da dinâmica curricular do Ensino de Ciências no Brasil e sua evolução histórica partindo da década de 1930 até os dias atuais, refletindo sobre os impactos das mudanças no currículo, sua relação com a dinâmica social temporal especifica e o ensino após a reforma (contrarreforma) do ensino médio, bem como discutir possíveis convergências e divergências nas análises teóricas relevantes, observando a importância de debater as mudanças ocorridas no sistema educacional brasileiro apontando para a necessidade de compreender como a história do ensino de ciências e a contrarreforma impactou o Ensino de Ciências no país. Assim, por meio de uma revisão de literatura narrativa buscou-se analisar bibliografias e marcos legais acerca da organização de currículo para o Ensino de Ciências a partir da década de 1930 e o Ensino Médio após sua reforma. Observou-se que as reformas instituídas ao longo do tempo visavam estratificar e polarizar o ensino como um reflexo da sociedade. Manifestações de cunho social, político, cultural e ideológico, de ordem nacional e internacional, sempre fizeram parte da estruturação do ensino de ciências no Brasil, se convertendo em marcos legais que regeram e ainda regem o a educação brasileira. Foi averiguado que desde 2017 a imposição de alinhamento curricular, foram atribuídos por legislações federais e estaduais que impactaram diretamente no construto dos currículos da área de Ciências da Natureza e suas Tecnologias principalmente com a redução da carga horária específica na formação geral básica e a flexibilização dos conteúdos nos itinerários formativos. Dessa forma, verificou-se que o currículo do ensino de ciências pós reforma do Ensino Médio representa um desafio e uma oportunidade para a educação. A necessidade de integrar competências e habilidades propostas pela BNCC, promover abordagens interdisciplinares, utilizar tecnologias digitais de forma eficaz e garantir a inclusão e diversidade no ensino de ciências são aspectos cruciais a serem considerados, e garanti-los de forma efetiva ainda se mostra como uma utopia.

AFINAL “QUEM EDUCA OS EDUCADORES INDÍGENAS” NO SUL DO AMAZONAS? UMA REFLEXÃO SOCIOLÓGICA SOBRE OS PROCESSOS DE FORMAÇÃO DE EDUCADORES INDÍGENAS NO CONTEXTO DE HUMAITÁ E MANICORÉ-AM

Elen Sofia Souza Costa — 2025-07-02

Neste estudo realizado em Humaitá-Am, investigou-se o funcionamento das formações para os professores indígenas da Educação Básica. O objetivo foi investigar a formação de professores indígenas no contexto do Sul do Amazonas, Humaitá e Manicoré nos últimos cinco anos. O método adotado envolveu análise documental e entrevistas com professores indígenas e instituições, Secretária de Educação (SEMED) e Secretária de Educação e Desporto Escolar (SEDUC). Os resultados destacam o ponto de vista das instituições em comparação com autores que abordam a formação de professores indígenas, revelando a necessidade de uma reflexão crítica sobre a relação entre os objetivos educacionais das instituições e os métodos utilizados pelos professores indígenas em sala de aula, evidenciando tanto aspectos positivos quanto divergentes no processo de fomação adotado no currículo estabelecido pela Secretárias de Educação.

UMA LEITURA DE BEIRADÃO SOB A ÓTICA DO AMAZONIALISMO

Alan de Souza Prazeres — 2025-07-02

Este artigo objetiva detalhar uma leitura da obra Beiradão, de autoria de Álvaro Maia, a partir do conceito de Amazonialismo. Esse neologismo foi cunhado pelo pesquisador Gerson Rodrigues de Albuquerque (2016), no verbete Uwakürü: dicionário analítico, em que o pesquisador define tal conceito como “conhecimentos” ou narrativas que inventa, descreve, classifica, cataloga, analisa de forma supostamente objetiva e mesmo científica a “Amazônia”. Nesse sentido, o romance literário Beiradão é composto em seu texto por descrições e narrativas acerca de um território criado na obra que é denominado beiradão. Assim, a partir da leitura da obra e de reflexões sobre outros escritos como os de Pizarro (2012), Nenevê e Sampaio (2015) e Gondin (1994), torna-se possível problematizar a natureza inventiva e a abordagem colonial existente no romance, de modo que seja possível subverter a linguagem e evocar a cultura, a linguagem e a vida de todos aqueles que não se deixam categorizar e essencializar por uma palavra.

CONTEXTUALIZAÇÃO DO TEMA DAS HIDRELÉTRICAS NOS LIVROS DIDÁTICOS DE CIÊNCIAS DA NATUREZA E SUAS TECNOLOGIA ADOTADOS NAS ESCOLAS PÚBLICAS DE HUMAITÁ

Pedro Thiago Ferreira Marques — 2025-07-02

Aproximar o conhecimento científico do contexto dos estudantes é uma das recomendações fundamentais de documentos normativos da educação brasileira. Dentre os temas de grande relevância para a educação científica, as questões energéticas se destacam tanto no contexto acadêmico quanto na formação cidadã dos estudantes para a Alfabetização Científica. Nesse sentido, a presente pesquisa tem como objetivo analisar a contextualização do tema das hidrelétricas em livros didáticos de Ciências da Natureza e suas Tecnologias adotados nas escolas públicas de Humaitá – AM. A metodologia é de caráter qualitativo e se baseia na Análise de Conteúdo, e como referencial teórico foi utilizado os Eixos Estruturantes da Alfabetização Científica. Identificamos que dos seis livros presentes na coleção analisada, apenas dois trabalham com a temática das hidrelétricas associada a conceitos de Física com ênfase no Eixo Estruturante 1, que trata da compreensão de conceitos específicos da Física, sem se aprofundar em questões socioeconômicas e ambientais. Finalmente constatamos que a coleção promove uma abordagem contextualizada da temática das Usinas Hidrelétricas, trazendo debates sobre questões ambientais, sociais e econômicas, que possibilitam um diálogo interdisciplinar entre três áreas do conhecimento (CNT, CHSA e MT) e se direcionam para promoção da Alfabetização Científica.

A QUALIDADE DA EDUCAÇÃO NA EDUCAÇÃO INFANTIL: ANÁLISE EM UMA CRECHE DE HUMAITÁ, AMAZONAS, BRASIL

Aline dos Santos Batista — 2025-07-02

Esta pesquisa, realizada em uma creche municipal de Humaitá, Amazonas, tem como objetivo investigar a qualidade da educação na Educação Infantil, com foco na identificação de práticas que promovam os direitos de aprendizagem e desenvolvimento das crianças de 4 e 5 anos, em consonância com as diretrizes nacionais e os princípios de uma sociedade mais justa e equitativa. A metodologia utilizada foi qualitativa, com coleta de dados por meio de observação participante, entrevistas com as famílias e análise de documentos. Os dados foram analisados à luz das Diretrizes Operacionais Nacionais de Qualidade e Equidade para a Educação Infantil (2024) e da Base Nacional Comum Curricular (BNCC) para a Educação Infantil (2017), com ênfase na importância do brincar como ferramenta de aprendizagem e desenvolvimento infantil. Os resultados da pesquisa indicam a necessidade de aprimoramento da qualidade do atendimento, com foco na implementação dos cinco Campos de Experiências da BNCC e na valorização do brincar como um direito fundamental da criança, estimulando a participação ativa das famílias no processo educacional.

IMPACTOS DE INFRAESTRUTURAS ESCOLARES NO RENDIMENTO DE ESTUDANTES (MANSABÁ) GUINÉ-BISSAU E (HUMAITÁ-AM E LÁBREA-AM) BRASIL: UMA REFLEXÃO CRÍTICA

Ussumane Baldé — 2025-07-02

This article critically analyzes the impacts of school infrastructure on the performance of elementary and high school students in three contexts: Mansabá, in Guinea-Bissau, and the municipalities of Humaitá and Lábrea, in Brazil. It is based on the understanding that education goes beyond the simple transmission of content, involving cognitive, social, affective and ethical dimensions that develop more fully in adequate environments. It argues that basic structural conditions — ventilated classrooms, libraries, laboratories, clean bathrooms, technological resources and teaching materials are essential to ensure quality, motivation and dignified learning conditions. The research used a qualitative approach, resorting to bibliographic review, document analysis and autoethnography, in addition to questionnaires administered to 51 education professionals. The data collected were systematized with the help of spreadsheets and statistical software, allowing for the clear identification of these professionals' perceptions about the influence of school infrastructure on the teaching-learning process. The results showed that, although pedagogical and family factors continue to be determining factors, structural precariousness directly compromises the quality of education, generating demotivation and harming the students' overall development. However, good infrastructure alone does not guarantee academic success, and must be associated with solid public policies, teacher appreciation and community participation. In summary, the research highlights the urgency of structural investments, especially in vulnerable regions, as a strategy to promote equity and social justice. A well-equipped school strengthens its transformative role, expands opportunities and contributes to the formation of critical, conscious and socially active citizens.

Keywords: School infrastructure; Academic performance; Mansabá (Guinea-Bissau); Humaitá-Lábrea (Brazil).

“SAINT ANTHONY, THE PATRON SAINT”: FAITH, IDENTITY, AND MEMORIES BETWEEN THE 18TH AND 20TH CENTURIES IN BAIÃO, PARÁ

Iná Camila Ramos Favacho de Miranda — 2025-07-02

O abstract/resumen do artigo deve ser elaborado em língua inglesa ou espanhola (idioma secundário), seguindo, tanto quanto possível, a redação utilizada no Resumo, e deve ser elaborado em fonte Times New Roman, tamanho 10, espaçamento simples, justificado, sem recuo de parágrafo. This article aims to analyze the manifestations of faith and religiosity dedicated to Saint Anthony of Padua in the city of Baião, State of Pará, and their relevance for the construction of local identity and collective memory. In this sense, the study seeks to understand how the elements and immaterialities associated with devotion to the Saint have transformed over time, consolidating themselves as a cultural heritage of the region. To this end, we adopted a qualitative approach, based on documentary analysis. The documents studied include primary sources, such as 19th-century newspapers available in the digital newspaper library of the National Archives, land grant letters and correspondence from the Public Archives of the State of Pará. The results demonstrate that devotion to Saint Anthony in Baião is deeply rooted in local history and culture, and is an element of resistance in the face of social and economic transformations in the region, going beyond the liturgical aspect, functioning as a means of social congregation and transmission of traditional knowledge in the face of the challenges imposed by the advance of agribusiness and globalization.

RESIDÊNCIA PEDAGÓGICA: RELATO DE EXPERIÊNCIA DE UMA DISCENTE DO CURSO DE LICENCIATURA EM EDUCAÇÃO DO CAMPO/CIÊNCIAS DA NATUREZA DO CAFS/UFPI

Carla Karoline Moura Caminha — 2025-07-02

The Pedagogy Residency Program (PRP) has been part of the National Education Politics for Teachers. It aimed at ameliorating the practical education in graduation and providing the integration between basic and tertiary education. Thus, this paper’s objective is communicating the experiences lived by a learner from the Bachelor’s Degree in Rural Education/Natural Sciences of CAFS/UFPI, during the Pedagogy Residency Program. It is an experience report based on the observation of experiences lived in PRP. The actions were held in the final years of middle school and 1^st school year, in two rural schools in Floriano, in the Natural Sciences field. There were the planning and application of pedagogical activities, as well as, the observation of the schools contexts, teachers and learners. Besides, the PRP provided the participation in scientific events. The path throughout PRP was supervised by a university professor and a basic education teacher. About the results, it is remarkable that the educational material produced, the knowledge about necessary improvements in school transportation, and the need for resources/methods which could turn the content easier to learners’ comprehension. Besides the aforementioned, the investment in continuous education for teachers. In conclusion, the pedagogical residency provided the acquisition of knowledges about school context, the academic education in a graduation course. It allowed the amelioration of teaching practice, healing the fear of teaching and contributed to a consistent personal and professional growth.

DO MEU LUGAR AO CONTEXTO UNIVERSITÁRIO: DIFICULDADES DA FORMAÇÃO DOCENTE DE ESTUDANTES QUILOMBOLAS NO CURSO DE CIÊNCIAS BIOLÓGICAS (UFPA-SOURE)

Milena Gomes de Jesus — 2025-07-02

The current work was to analyze the difficulties of access and permanence of five quilombola students of the Licentiate in Biological Sciences course approved by the Special Selection Process for Indigenous and Quilombola (SSP-IQ) of the Federal University of Pará on the university campus of Marajó–Soure. The work aims to discuss the affirmative action policy and its consequences in public higher education, as well as emphasize the nuances of the formal and informal strategies of permanence used by these students. To meet the research objectives, a qualitative approach was adopted, through the application of semi-structured interviews. The research results indicate that there are many challenges for the permanence of quilombola students in higher education in the Marajoara Amazon, among them are: adaptation to the university world, financial difficulties with university costs and difficulties with commuting to their community. To make visible the challenges and strategies of permanence of these subjects is to contribute to studies related to the quilombola scenario and enable the formulation or adaptation of public policies for access and permanence, understanding the university space as an environment formed by different social groups.

The Sustainable Economic Development of the Riverine Family on the Border Coast of Óbidos.

Hamilson Santos Almeida — 2025-07-02

The present study aims to investigate the determining elements that influence the ability of riverside families to achieve sustainable economic development. The methodological process is bibliographic and field research in nature. Over the years, the inhabitants of the floodplain, known as riverside residents, have varied their survival in response to changes in the opportunities presented in the economy. The economy of the floodplain has been multi-based, involving agriculture, fishing, the extraction of forest products and small-scale livestock farming. The exploitation of a series of different natural resources has been the main activity in the floodplain economy. These factors are leaving

NEGOTIATIONS OF EXISTENCE: CONSIDERATIONS BASED ON THE MEMORIES OF AN INDIGENOUS RESEARCHER

Rubia de Abreu Cavalcante — 2025-07-02

Contacts between individuals from different cultures have been observed over thousands of years, generating different peoples, promoting cultural exchanges and giving rise not only to distinct cultures, but also to diverse phenomena, some of which can be observed from a linguistic point of view. In this sense, considering the not always peaceful contacts between individuals, I propose to analyze, in an erratic way, the way in which an indigenous researcher negotiated her existence in non-indigenous contexts. To this end, some excerpts narrated orally by the speaker were selected, from which two cultural issues will be problematized: memories and negotiation. I dare to do so after listening to the speaker at a conference on languages, taking as reference some authors of cultural studies, such as Sarlo (2007), Halbwachs (2006), Bhabha (2001) and Geertz (1978). The final considerations point to cultural negotiations over time, as a way of forging the existence of the subject in different social spaces.

UMA ABORDAGEM DIDÁTICA BASEADA NO PENSAR, SENTIR E FAZER PARA ELABORAÇÃO DE MODELOS CIENTÍFICOS

Maria Lúcia da Silva Marques — 2025-07-02

In this report, we present the application of a didactic approach carried out through the adaptation of the experiment known as The Object in the Box. Our purpose was to teach scientific procedures and to develop a scientific model as the main objective of teaching about the nature of science. The activity was carried out with students from the nutrition course at a university in the Northeast, enrolled in a curricular component on chemistry fundamentals. The activity was structured to disentangle the deeply rooted idea that scientific procedures such as observation, formulation of hypotheses, experimentation, and validation of hypotheses, carried out mechanically and sequentially, result in scientific knowledge.We seek to demonstrate that knowledge emerges from the continuous interaction between thinking, feeling, and doing, articulating the conceptual and methodological domains when using scientific procedures. The proposal has the potential to be used at different levels of education to build knowledge about the Nature of Science.

O SABER-FAZER DA PRODUÇÃO CERÂMICA MARAJOARA, NO ATELIER ARTE MANGUE MARAJÓ, SOURE/PA

Priscila Braga da Costa — 2025-07-02

Este artigo contempla os saberes ancestrais dos povos originários, a arte do saber-fazer artefatos com a argila extraída do solo amazônico e a descrição das nove etapas – da produção até a queima das peças, para posteriormente serem comercializadas no mercado local de Soure/PA e para exportação. O saber-fazer da cerâmica marajoara é transmitida de geração em geração por mestres ceramistas, que produzem oficinas e projetos como “Cidadãos Curumins” e “Ritmos”, para atender crianças, adolescentes e jovens interessados na arte de produzir este artefato, no bairro de Pacoval. O mestre Ronaldo Guedes à frente do Atelier Arte Mangue Marajó, é o principal responsável na apreensão e transmissão desses saberes tradicionais, junto às comunidades de Soure e circunvizinhas.

A QUALIDADE NO PROCESSO ENSINO APRENDIZAGEM EM CLASSES MULTISSERIADAS NO CAMPO

Vinicius da Silva Freitas — 2025-07-02

As aulas ministradas em várias séries ainda existem na prática Prática docente em escolas do campo. É composto por alunos com idade distorcida de diferentes séries, ministrados por um professor, planejando e aplicando diferentes conteúdos de ensino para a prática em um único espaço. Este trabalho intenciona-se a dialogar sobre a qualidade no processo ensino aprendizagem em classes multisseriadas do/no campo, tendo como objetivo principal investigar o processo de ensino aprendizagem das classes multisseriadas do/no campo destacando alguns dos muitos entraves nesse processo, bem como apontando algumas possibilidades de ações/intervenções que garantam efetividade no processo ensino aprendizagem. Como método, utilizou-se um levantamento bibliográfico e, portanto, teórico, baseado em diversos autores da área. Na revisão bibliográfica foram consultadas múltiplas literaturas relacionadas ao tema da pesquisa, bem como livros e artigos publicados na internet, que lançaram as bases para a formação deste trabalho Diante dos desafios já apontados até aqui demonstra como resultado e discussão do assunto que se faz necessário apresentar um panorama de possibilidades para as classes multisseriadas do campo. Cabe ainda neste trabalho uma breve análise da organização pedagógica, e também a descrição sobre a resistência encontrada nesse modelo de ensino tanto da parte dos orgãos institucionais como dos docentes na atualidade.

REFLEXÕES SOBRE INTERDICIPLINARIDADE NA EDUCAÇÃO PROFISSIONAL E TECNOLÓGICA

Rodrigo Bozi Ferrete — 2025-07-02

This research aims to understand the pedagogical potential of teaching English, in the Integrated Middle Technical Course in Food at Campus Aracaju, worked in an interdisciplinary way with the disciplines Chemistry and Food Quality Control. As for the methodology used, it is an applied qualitative research, whose technical procedure was case study. Regarding the data obtained, these were interpreted and presented with the aim of strengthening this study and as instruments for production, the PPC of the Integrated Technical Course in Food was used, bibliographical research to prepare the State of the Art, questionnaire addressed to students, in addition to semi-structured interviews applied to teachers and coordinators, which enabled the conception of the desired PE. Mentioning the data obtained in the interviews, these were evaluated according to the content analysis proposed by Bardin, using the software Interface de R pour les Analyzes Multidimensionnelles de Textes et de Questionnaire (IRAMUTEQ), version 0.7. When analyzing the results, it was found that interdisciplinarity is rarely implemented as an element that facilitates learning and the justifications were the need to update PPCs, limited workload and difficulty in reconciling schedules between Teachers/Coordination for planning and encouraging interdisciplinary practice. In view of this, the need to update the PPCs was identified, with the aim of promoting an increase in interdisciplinary activities, as well as establishing teaching planning moments, given the perception of the teachers themselves, who are aware that their pedagogical practices are incipient. and require improvement due to the little use of the interdisciplinarity tool.

USE OF INDICATORS IN WATERSHED DECISION-MAKING: A Scoping Review in the Field of Environmental Sciences

Dinorvan Fanhaimpork — 2025-07-02

What are the main characteristics of indicator studies used in watershed management? The objective of the study was to identify how the research agenda regarding indicators used in watershed management is organized in the field of Environmental Sciences. A scoping review was conducted, with data from articles published in the Scopus database, analyzed using scientometric methods. The results indicated that the studies are centered on two major research strata: the focus on single indicators and the focus on comprehensive indicators and integrated assessment models. The human-water relationship seeks to balance anthropogenic actions from a holistic perspective with studies that explore the governance and sustainability of watersheds. We conclude that the complexity of natural systems and the various uses of watersheds require the use of comprehensive and multi-objective methods for decision-making.

“A GENTE VÊ QUE ELES TÊM AMOR AO IPÊ”: UMA EXPERIÊNCIA DE EDUCAÇÃO AMBIENTAL NA ILHA DO MARAJÓ, PARÁ, BRASIL

Barbara Sepulvreda — 2025-07-02

These experience report presents the implementation and development of environmental education project with early childhood education children at a riverside school in the village of Santo Amaro, located in the municipality of Portel, Pará, Brazil. The report includes a general description of one of the activities carried out during the project, which consisted of the collective planting of a Pink Trumpet Tree (Handroanthus heptaphyllus). Throughout the process, it was observed that the children developed affection for the tree and considered it their responsibility. In this sense, the project indicates signs of success ins awakening environmental awareness in children, as well as to the construction of environmental citizenship, which is essential in combating the treats of “progress” to the Amazonian socio-biodiversity.

The nature in the social reproduction of a nook of the urban periphery of the city of São Paulo

Guilherme Matos de Oliveira — 2025-07-02

This article aims to understand the presence of the nature in the social reproduction of a nook of the urban periphery of the city of São Paulo. Therefore, we are methodologically supported by a theoretical discussion with authors who dialogue with the central theme of this text, and for an analysis about of the nature in the peripheral context of the Sol Nascente Residential Set in São Paulo through field work realization. Thereon, we found that even though it is expressive the local natural environment, linked to the biodiversity of the Atlantic Forest, the Sol Nascente has been marked by sundry urban environmental problems that harm the daily of life constituted in neighborhood in question, among them the absence of drainage and treatment of the polluted/stagnant water in the streets of the Residential; becoming necessary and fair the construction of another form of sociability that takes care of the physical/social nature in the reality on screen and in other urban peripheries around the world, with the intention that it be preserved the reproduction of natural/human life in cities.

Perceptions of visitors to São Carlos Ecological Park (PESC) about the role of zoos in biodiversity conservation and Environmental Education.

Isabela Vitor da Silva — 2025-07-02

Zoos constitute suitable spaces for the conservation of biological diversity and environmental education initiatives. However, there is still a significant challenge among the population in understanding the purposes of a zoo. This is due to the historical conception that animals are being used solely for entertainment. The present study aims to assess the perceptions of visitors to the "Dr. Antonio Teixeira Vianna" Ecological Park (PESC) regarding the role of zoos, especially this place situated in São Carlos (São Paulo - Brazil), as an educational space and a site for the conservation of fauna. Data acquisition was carried out through a questionnaire applied to visitors. The questionnaire included questions related to visitors' perceptions of PESC and the Environmental Education activities conducted there. Visitor responses were analyzed using qualitative and quantitative methods, including analysis performed with the IRAMUTEQ software. The results highlighted the importance visitors attribute to PESC as a location as close as possible to a natural ecosystem in the midst of the urbanized environment, in addition to being a pleasant space for activities such as recreation. It was noted that there are various possibilities for improvements and the implementation of new activities that can further enhance the role of PESC as an educational space and facilitate closer contact with animals, complementing the existing activities. In addition to the fact that the present study can assist in the planning of other Environmental Education activities in the PESC, it is suggested that such actions should t be based on a more critical and emancipatory approach to Environmental Education.

APLICAÇÃO DO JOGO DIDÁTICO “TERMOLÚDICA”: UMA PROPOSTA PARA ENSINO E APRENDIZAGEM DA FÍSICA

Michelle de Paula Madeira — 2025-07-02

Using games in class can transform the learning environment into a more interactive and attractive one, fostering the exchange of ideas, the dialogue between learners and teachers, as well as, the development of interpersonal and cognitive skills which contribute to a more pleasant and efficient learning. Thus, this research reports about the application of an educational board game as a support tool for learning Physics, more specifically, the teaching of Thermology. The main goal is to present the results and possible contributions of the game “TermoLúdica” in the process of teaching and learning Physics. The proposal emerged from the difficulties faced by many learners in order to understand concepts and make calculus of thermology. Besides, the application may indicate improvements to the game itself. The methodology involved the application of the game in two high school groups of 2^nd year in a public school in Floriano – Piauí, and 30 students participated in the action. The game was applied after the content approach by the groups’ teacher. The data were collected through the observation during the game application and throughout questionnaires appled after the action. The results indicated a significant involvement and interest from learners during the activity, the comprehension of concepts and calculus approached, as well as, the indication of what they still had difficulty to understand. In conclusion, the usage of an educational game turned the teaching of Physics more attractive and accessible, contributing to the improvement of learners’ performance.