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Línguas em contato: facilidades e dificuldades do bilinguismo entre língua portuguesa e língua Ticuna - uma análise com grupos universitários
(Universidade do Estado do Amazonas, 2025-06-21) Olavo, Wyrna Davila
This article presents an analysis of Portuguese-Ticuna bilingualism among Ticuna indigenous university students. We used questionnaires combining qualitative and quantitative methods. The results indicate the importance of Portuguese for social integration, but also the vitality of the Ticuna language. Difficulties in learning Portuguese, such as in pronunciation and grammar, and its influence on the Ticuna language were observed. Concerns about the preservation of the Ticuna language and its transmission to new generations were highlighted, including the lack of resources. Despite challenges and linguistic discrimination, most students believe in maintaining both languages. The research also identified the existence of linguistic discrimination, although on a smaller scale. This work contributes to a better understanding of bilingualism in indigenous contexts and highlights the need for public policies that guarantee the preservation of the Ticuna language.
As dificuldades enfrentadas por professores e alunos na educação pós pandemia
(Universidade do Estado do Amazonas, 2024-02-26) Silva, Luziwane Magalhães
This work focuses primarily on presenting the reasons why the field of education was so severely affected, and on showing the major difficulties faced by educators and students during and after the COVID-19 pandemic. The work employs qualitative research, as field research was conducted. Therefore, it presents solutions used by education professionals to mitigate the impact of the pandemic on education, through the São Francisco de Assis Municipal School in the municipality of Tonantins, Amazonas. Similarly, it will address the positive and negative aspects of remote learning.
The Learning Weave: Estratégias de Aprendizagem de Língua Inglesa no Curso de Letras-Língua Inglesa no CESTB
(Universidade do Estado do Amazonas, 2025-10-20) Reis, Ayrton Junior Rodrigues
The central theme of this article, The Learning Weave, understood as a metaphor of learning as a living fabric, grounds the investigation into the English language learning strategies employed by undergraduate students of the English Language and Literature program at the Centro de Estudos Superiores de Tabatinga (CESTB/UEA), located in an Amazonian border context. The main objective was to understand how these students develop autonomous and creative practices for acquiring a foreign language, considering the sociocultural specificities of the region. The research, conducted within a qualitative and ethnographic-inspired approach, was grounded in critical Applied Linguistics and employed classroom observations, semi-structured interviews, and discourse analysis as data collection instruments. The results revealed the use of metacognitive, cognitive, social, and affective strategies, evident in study planning, self-assessment, collaborative learning, and the use of media resources such as music, podcasts, films, and series. It was observed that students value formal classes but also acknowledge the relevance of autonomous practices, forming a hybrid learning process. Furthermore, 86% of participants reported “thinking differently” when communicating in English, suggesting cognitive and cultural reconfiguration, while 83% emphasized the importance of cultural aspects in the learning process, reinforcing the inseparability between language and culture. It is concluded that English learning at CESTB constitutes a plural, creative, and challenging process, woven through the articulation between institutional teaching and autonomous experiences. The term The Learning Weave proved appropriate to describe this construction, as learning emerges as a living fabric of strategies, experiences, and meanings.
Análise Discursiva da Toada “Rainha da Resistência” do Festival Folclórico de Benjamin Constant
(Universidade do Estado do Amazonas, 2024-12-20) Pissango, Luany Priscila da Silva.
This work addresses the Discursive Analysis of the song "Rainha da Resistência" (Queen of Resistance) from the Benjamin Constant Folklore Festival. It involves a central problem of how the song constructs discourses, cultural and social identities, highlighting issues of resistance. The objectives of this research are to analyze the discourses present in the song "Rainha da Resistência" of the Boi-Bumbá Mangangá, to elucidate the discursive formations, and to identify the subject positions present in the song being analyzed. Therefore, the main theorists used to support this research are Eni Orlandi and Michel Pêcheux, both from the field of Discourse Analysis, who provided references for interpreting the meanings constructed in the lyrics of the analyzed song. The methodology adopted consists of a qualitative approach and a discursive analysis, focusing on the discourses that constitute the song being analyzed. Semi-structured interviews were used for data collection. The analysis includes the historical and social context of Benjamin Constant. The results indicate that the song "Rainha da Resistência" celebrates cultural identity, but also acts as a mechanism of resistance, constructing and reproducing a discourse of resistance among Black people in Brazil. This research contributes to the understanding of folkloric manifestations as a way of expressing identity and resistance.
Ensino de geografia e suas contribuições para uma educação intercultural indígena: um estudo na escola municipal jardim de Deus da aldeia bem-te-vi, em Barreirinha /Am
(Universidade do Estado do Amazonas, 2026-04-01) Tavares, Josimar dos Santos; Azevedo Filho, João D’Anúzio Menezes de; http://lattes.cnpq.br/3757499714233873; Azevedo Filho, João D’Anúzio Menezes de; http://lattes.cnpq.br/3757499714233873; Souza, José Camilo Ramos de Souza; http://lattes.cnpq.br/1261581696808584; Ribeiro, Edinelza Macedo; https://lattes.cnpq.br/5385395813417606
This research aims to highlight the teaching of Geography and its contribution to intercultural Indigenous education in the Bem-Ti-Vi village, located in the municipality of Barreirinha, in the state of Amazonas. It seeks to integrate the traditional knowledge of the local Indigenous people with the content of formal school education. It gives due importance to ensuring that children and young people learn both the community’s knowledge, such as oral history, native language, cultural practices, knowledge about nature and community relations, and the content foreseen in the national curriculum. Geography, in turn, demonstrates that intercultural education is of paramount importance, as it offers essential contributions to a new understanding of the world. Through its didactic foundations and its political dimension, Geography enables students to develop a critical reading of the territory, broaden their knowledge of the reality in which they live, and strengthen their social participation.