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Estudo sobre abordagens diferenciadas para o desenvolvimento da compreensão textual no ensino fundamental I: revisando o campo
(Universidade do Estado do Amazonas, 2026-04-29) Huanam, Juliana Érika dos Santos
This article aims to analyze Brazilian academic literature regarding reading approaches and strategies focused on developing text comprehension during the early years of elementary education, based on a qualitative bibliographic review. The study draws upon authors who have shaped the debate on literacy—specifically the distinction between basic literacy (*alfabetização*) and broader social literacy (*letramento*)—in the Brazilian context, notably Soares (2020), Kleiman (2013), Rojo (2012), and Freire (1987), as well as official documents such as the National Common Curricular Base (BNCC). The analysis reveals that reading comprehension is constructed through intentional teacher mediation, the explicit teaching of cognitive and metacognitive strategies, and the incorporation of pedagogical practices aligned with multiliteracies and digital literacy. The review's findings indicate that reading practices acknowledging the diversity of genres, languages, and media contribute significantly to fostering critical, autonomous, and socially engaged readers, thereby reinforcing the teacher's role as a mediator in the process of meaning-making.
A atuação do psicólogo escolar na educação especial inclusiva: contribuições para o processo de inclusão escolar
(Universidade do Estado do Amazonas, 2026-06-19) Santos, Judson Guimarães dos
This article analyzes the role of the psychologist within the context of inclusive special education, emphasizing their contributions to pedagogical practice and the school inclusion process for students targeted by special education services. This qualitative study was conducted at a municipal school using semi-structured interviews with teachers working in inclusive special education. The results indicate that teachers view the psychologist as a key professional for providing emotional support to both staff and students, mediating school relationships, and guiding pedagogical strategies tailored to students' specific needs. Participants highlight that the psychologist's work aids in understanding behaviors, welcoming students, fostering dialogue with families, and developing teaching approaches better suited to the learning process. The data also reveal challenges faced by teachers, such as low family engagement, a lack of pedagogical materials, heavy workloads, a lack of professional recognition, and insufficient specialized support. The study concludes that the presence of a psychologist in the school strengthens inclusive practices—particularly when integrated with the collaborative efforts of teachers, the multidisciplinary team, school administration, and families—thereby contributing to an environment that is more welcoming, humanized, and conducive to student development.
A práxis do professor no ciclo da alfabetização
(Universidade do Estado do Amazonas, 2026-05-13) Silva, Regiane Chota da; Gomes, Londono Costa Freitas Ildete
This research, titled "The Teacher's Praxis in the Literacy Cycle," aims to discuss the pedagogical practices of teachers working in literacy cycle classes. The study seeks to describe the pedagogical practices employed by these teachers, investigate the challenges they face while implementing such practices, and highlight the importance of teacher training and its relationship to the work of the literacy teacher. To this end, a case study was conducted at a municipal school in Tabatinga, Amazonas. Data collection involved participant observation and interviews; specifically, semi-structured interviews were conducted with two literacy teachers working with 1st and 2nd-grade classes within the literacy cycle. A field notebook was used to record relevant observations. Theoretically, this study draws primarily upon the work of Emília Ferreiro (2000), Paulo Freire (1997), Magda Soares (2020), Ana Teberosky (1999), Frade (2005), Kleiman (2005, 2010, 2016), and Mortatti (2000). The research results revealed the 1st and 2nd-grade teachers' conceptions of literacy and *letramento* (literacy practices in social contexts) regarding their classroom praxis. Providing continuing education is essential and paramount, enabling teachers to understand their role and engage in self-assessment of their pedagogical practice. This is crucial because the process of literacy acquisition and the development of literacy practices are vital to students' educational development across all stages of the literacy cycle.
Entre desafios e recomeços: práticas docentes e permanência de estudantes da EJAI em Tabatinga-AM
(Universidade do Estado do Amazonas, 2026-06-19) Reis, Zaira da Silva
The general objective of this academic research is to investigate the challenges faced by students in Youth, Adult, and Elderly Education (EJAI) throughout their educational and social journeys. The specific objectives are as follows: to identify the main challenges faced by EJAI teachers; to understand how teaching practices influence student motivation and retention within EJAI; to analyze the pedagogical practices developed by EJAI teachers within the teaching-learning process; and to reflect on the social and educational impacts of EJAI on the lives of the research participants. Given the challenges inherent to this educational modality—particularly within the Amazonian and borderland contexts—the study seeks to analyze the pedagogical strategies developed by teachers and their contribution to strengthening students' bonds with the school. This qualitative study, conducted between August 2025 and April 2026, employed both a literature review and field research. Data collection involved semi-structured interviews featuring open-ended questions with a diverse group of participants, including teachers, pedagogical staff, school administrators, and EJAI students. These interviews provided insight into the perceptions and experiences of the various individuals involved in the educational process. Data analysis was grounded in the work of Arroyo (2017), Costa (2023), Freire (1987, 1989, 1996, 2023), Lima, Souza, Oliveira & Souza (2017), Vygotsky (2017), Araújo (2025), and Negreiros (2025). Furthermore, this was carried out based on the triangulation analysis method proposed by Marcondes and Brisola (2014). The research results highlight that teaching practices grounded in dialogue, a welcoming atmosphere, respect for students' life trajectories, and the contextualization of content contribute significantly to student motivation, engagement, and retention in school. Moreover, participants' accounts underscore the importance of the teacher-student relationship, an inclusive school environment, and the recognition of the specific characteristics of young people, adults, and the elderly in strengthening the teaching-learning process. Finally, the study reveals that the work of educators plays a fundamental role in reducing school dropout rates and promoting an education that is more meaningful, inclusive, and committed to the realities of EJAI students.
Análise da vivência de estudantes universitários diagnosticados com Lúpus: um estudo de caso no Centro de Estudos Superiores de Parintins, Universidade do Estado do Amazonas
(Universidade do Estado do Amazonas, 2026-09-29) Santarém, Lidiane da Silva; Silva, Adailton Moreira da; http://lattes.cnpq.br/9899572378161625; Silva, Adailton Moreira da; http://lattes.cnpq.br/9899572378161625; Trindade, Dilcindo Barros; http://lattes.cnpq.br/0948121178402531; Galúcio, Kleyciane de Souza; http://lattes.cnpq.br/0948121178402531
Systemic lupus erythematosus (SLE), as a chronic autoimmune disease, imposes significant challenges on the academic routine of university students, affecting both academic performance and emotional well-being. This research aimed to analyze the academic experience of students diagnosed with lupus at the State University of Amazonas (UEA), Parintins campus, seeking to understand the difficulties faced, coping strategies, and perceptions regarding institutional support. It is a qualitative, descriptive, and exploratory study, conducted between August and November 2025. Data collection was carried out through a structured questionnaire and semi structured interviews with five university students diagnosed with lupus, regularly enrolled in different UEA courses. The results indicated that all participants face difficulties in reconciling medical treatment with academic activities, reporting frequent absences, extreme fatigue, low productivity, and emotional impacts such as fear, insecurity, and feelings of exclusion. Furthermore, the study found the absence of specific institutional protocols for chronic illnesses, as well as limited understanding from some faculty members regarding the students' specific needs. It is concluded that the academic permanence of students with lupus depends on the implementation of inclusive institutional policies, faculty sensitization, and continuous psycho-pedagogical support to ensure an equitable and respectful educational experience.