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Alfabetização e letramento de crianças e a mediação de jogos didáticos
(Universidade do Estado do Amazonas, 2026-06-16) Pezo, Alexsandra Correa
This article investigates how educational games can help 6- and 7-year-old children learn to read and write, seeking alternatives to traditional, repetitive teaching methods. The research was conducted at a municipal public school in Tabatinga, Amazonas, and involved 1st and 2nd-grade elementary school classes. Data were collected through participant observation—using games created by the researcher herself—and interviews with two teachers from these classes. The results showed that the use of games changed the students' attitudes, increasing participation and reducing the fear of making mistakes when recognizing syllables and forming words. Furthermore, it was observed that the use of images facilitated reading and that learning through play occurred effectively when accompanied by the teacher's planned guidance.
O sucesso no processo de alfabetização de crianças: um estudo sobre o perfil do alfabetizador
(Universidade do Estado do Amazonas, 2026-06-17) Oliveira, Renata Sandrielle de Tenazor. 2026. 23 f. (Graduação em Pedagogia) - Universidade do Estado do Amazonas - Tabatinga
This study examines the profile of literacy teachers and the impact of their work on the success of literacy classes. The research aims to highlight the didactic approaches adopted by teachers that foster successful literacy outcomes in public schools in Tabatinga, Amazonas. Grounded in a qualitative research design, the study employs a literature review. The investigation underscores that academic success relies on solid teacher training, identifying continued education—specifically specialization courses in literacy and *letramento* (literacy in a broader social context)—as a pathway to enhanced professional performance and, consequently, reflective pedagogical practice. Results reveal that successful teachers employ diverse didactic strategies, such as working with phonological awareness and play-based activities, while integrating the acquisition of the writing system with social reading practices. Furthermore, the study highlights the active participation of the family as a decisive factor, as it validates the student's intellectual effort and provides essential emotional support throughout the process. The study concludes that successful literacy outcomes stem from the convergence of the educator's technical preparation, institutional support, and family engagement.
Professores alfabetizadores e seus desafios: um estudo entre escolas públicas e privadas
(Universidade do Estado do Amazonas, 2026-05-20) Almeida, Silvana Catique
Literacy instruction constitutes a fundamental stage in children's educational development, with teachers bearing the responsibility of guiding the teaching-learning process for reading and writing, often within challenging contexts. This study aims to investigate the main challenges faced by literacy teachers during this process, conducting a comparative analysis between public and private schools in the municipality of Tabatinga, Amazonas. The research adopts a mixed-methods approach—combining qualitative and quantitative elements—that integrates a literature review with field research. Data collection involved the use of questionnaires and semi-structured interviews with teachers working in both school systems. The theoretical framework is grounded in the contributions of renowned scholars in the fields of literacy and *letramento* (literacy in a broader social context), such as Emilia Ferreiro (1985), Paulo Freire (1982), Magda Soares (1998), and Ana Teberosky (1985), who discuss the processes of written language construction and the importance of meaningful, contextualized pedagogical practices. The results indicate that, despite structural differences between the school systems, teachers face common challenges, such as diverse student learning levels, the ongoing need for professional development, and pressure to achieve educational results. In public schools, key difficulties include insufficient continuing education and the assignment of classroom aides who lack adequate training or experience to assist lead teachers. In private schools, challenges arise regarding pedagogical innovation and the continuous improvement of teaching practices. The study concludes that professional recognition, investment in continuing education, and the strengthening of educational policies are essential elements for promoting high-quality, equitable literacy instruction that takes into account the socioeconomic and cultural specificities of Tabatinga. Furthermore, the implementation of inclusive pedagogical strategies and institutional support is recommended to ensure an environment conducive to the students' holistic development.
Alfabetização de crianças estrangeiras colombianas e Peruanas em salas de aula brasileira: experiências de ensino da tríplice fronteira amazônica
(Universidade do Estado do Amazonas, 2026-05-25) Ataide, Thais Soares
This research investigates the literacy development of Colombian and Peruvian children at a municipal school in Tabatinga (Amazonas), located in the Amazonian Triple Frontier region. The objective is to understand the challenges faced by teachers and the strategies they employ in the face of the territory's plurilingualism and cultural diversity. The study employs a qualitative, descriptive methodology, utilizing participant observation, field journals, interviews, and diagnostic assessments. The theoretical framework draws upon the contributions of Ferreiro (2017), Soares (2017), Freire (1987; 1989; 1996), Damke (2008), Cavalcanti (1999), Viana (2019), and Queiroz (2022). The results indicate that, although the teacher employs individual mediation and uses Spanish as a linguistic bridge, the school still lacks structured approaches that acknowledge the plurality of the border region and move beyond the myth of monolingualism.
A casa de farinha como elo entre conhecimentos etnomatemáticos e a geometria ensinada no 7° ano do ensino fundamental
(Universidade do Estado do Amazonas, 2026-09-18) Costa, Wesley Cleidison dos Santos; Costa, Lucélida de Fátima Maia da; http://lattes.cnpq.br/8333907767115958; Costa, Lucélida de Fátima Maia da; http://lattes.cnpq.br/8333907767115958; Silva, Antônia Ivanilce Castro da; http://lattes.cnpq.br/5235127078538262; Fonseca, Maildson Araújo; http://lattes.cnpq.br/1408202171363945
This research aims to understand, from the perspective of Ethnomathematics, which dialogues can be established between the structural aspects of a manioc flour house and the geometric objects taught in the 7th grade of Elementary School. To this end, methodological procedures were carried out involving systematic and participant observation, semi-structured interviews, photographic records, and a pedagogical workshop with 7th-grade students from the community school. Data analysis was conducted through the triangulation of the information collected, allowing the identification of ethnomathematical knowledge mobilized in the construction and organization of the casa de farinha, such as empirical measurements, proportionality, and symmetry. The results showed that the structural elements and work instruments of the manioc flour house present geometric characteristics that can be directly related to school content, fostering contextualized and potentially meaningful learning.