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Dificuldades no Ensino de História para alunos da EJA: um relato de experiência
(Universidade do Estado do Amazonas, 2026-05-15) Souza, Maria José Rocha de; Maia, Glauciene da Costa; http://lattes.cnpq.br/8380477801504751; Maia, Glauciene da Costa; http://lattes.cnpq.br/8380477801504751; Lima, Raimundo Sandro Gomes; http://lattes.cnpq.br/9989677080109063; Silva, Antônia Luziele Varela da
This experience report aims to describe the challenges and potential of teaching History to students in Youth and Adult Education (EJA) in the municipality of Carauari. The research seeks to adapt pedagogical practices to meet the specific needs of this population. The methodology used was qualitative, with the application of a structured questionnaire to 74 students distributed across three EJA classes. The questions addressed the difficulties encountered in learning History and suggestions for improving teaching methodologies. The results indicated that the main challenges faced by students include the complexity of the content, reading difficulties, and the lack of connection between the content and their experiences. Suggestions for improvement highlighted the importance of using audiovisual resources and interactive methodologies, such as debates and practical activities. It is concluded that, to effectively meet the needs of EJA students, it is necessary to adopt more dynamic methodologies integrated with the students' reality, promoting more meaningful and accessible teaching.
Patriarcado, herança do seringal: presença do patrimonialismo no funcionalismo público
(Universidade do Estado do Amazonas, 2026-05-15) Valdivino, Luana Ferreira; Maia, Glauciene Da Costa; http://lattes.cnpq.br/8380477801504751; Maia, Glauciene Da Costa; http://lattes.cnpq.br/8380477801504751; Pinto, Tony Alvez; http://lattes.cnpq.br/2833754533918359; Paula, Antonia Lucimara Nepomuceno de
This experience report addresses the manifestation of patrimonialism that occurred during the Supervised Internship II period, carried out in one of the State High Schools in the municipality of Carauari. It was observed how patriarchy, with its ramifications, was so deeply rooted in society and institutionalized that it is trivialized, perpetuating behavior detrimental to the impartiality of public service. Many historians and/or sociologists have based their studies on this theme; some are cited in this report. However, there is a wide range of researchers who address patriarchy and its various aspects. Studies intensified at the beginning of the 20th century by prominent figures such as Sérgio Buarque de Holanda, Gilberto Freyre, and Florestan Fernandes, among others. Numerous scholars of contemporary Social Sciences have contributed to expanding studies on this theme, which needs to be known and popularized among Brazilians from the early grades to university. In times of misinformation, or rather manipulated information, nothing is more urgent than helping the community access information directly from the source. Reading theorists and scholars to understand where we are in history and to allow future generations to break the vicious cycle in which we are trapped, where we are nothing more than a mass dominated/manipulated by oppressive ideologies, should be a priority in education today.
O professor de História e os desafios envolvidos no ensino da EJA: Métodos para Combater a Apatia dos Alunos
(Universidade do Estado do Amazonas, 2026-05-15) Oliveira, Lavinia Nascimento de; Maia, Glauciene Da Costa; http://lattes.cnpq.br/8380477801504751; Maia, Glauciene Da Costa; http://lattes.cnpq.br/8380477801504751; Leite, Gelson Girão; Pereira Neto, João Alves
This study aimed to investigate effective strategies to combat student apathy in the subject of History, specifically among students in the 7th stage of EJA (Youth and Adult Education), which refers to 2nd-year high school students at the Sérgio Rufino de Oliveira Full-Time School - GM3. Experience Report: This is a descriptive and qualitative study, in the form of an Experience Report, describing the strategies used to combat the apathy shown by students towards the content of history. The results are obtained through the analysis of objective responses after the application of a questionnaire containing ten questions to ten students of different ages. The data were collected and analyzed after the completion of Supervised Internship II. Final Considerations: This work highlights the importance of the history teacher's role as a facilitator, capable of transforming the classroom into a space for the collective construction of knowledge. By bringing historical content closer to the students' daily reality, the teacher contributes to the formation of critical and conscious citizens who see history as a tool for understanding their own lives and the world around them.
Aplicação de metodologias ativas no ensino de História na educação de jovens e adultos
(Universidade do Estado do Amazonas, 2026-05-12) Oliveira, Kárlyson Roberto Souza de; Maia, Glauciene Da Costa; http://lattes.cnpq.br/8380477801504751; Maia, Glauciene Da Costa; http://lattes.cnpq.br/8380477801504751; Leite, Gelson Girão; Quintino, Fernanda Pinto de Aragão; http://lattes.cnpq.br/7123068740517454
This report addresses the implementation of active methodologies in the teaching of History in Youth and Adult Education (EJA), highlighting their importance in promoting meaningful learning. The general objective is to propose practices that improve teaching in this modality, focusing on the protagonism of students in the educational process. The specific objectives include identifying the main learning difficulties, suggesting playful methodological activities, such as lectures, educational games, and debates, and presenting the results achieved with these approaches. The research was conducted in the city of Carauari, using a quantitative ethnographic approach that explored the experiences of EJA students at the Profª Eliza Pedrosa Municipal School. Questionnaires were applied and an oral interview was conducted with the teacher, allowing for an in-depth analysis of the school context. The results were positive, showing, through observations and student feedback, that the active methodologies were well utilized and accepted. The students' interest in learning through these approaches is notable, confirming the effectiveness of the implemented practices. The research is based on a contextualized bibliographic analysis and seeks to transform the classroom into a dynamic space where students appropriate historical knowledge in a meaningful way.
A utilização das metodologias ativas no ensino de História
(Universidade do Estado do Amazonas, 2026-05-12) Silva, Júnior Silva e; Maia, Glauciene Da Costa; http://lattes.cnpq.br/8380477801504751; Maia, Glauciene Da Costa; http://lattes.cnpq.br/8380477801504751; Silva, Jederson Rosa da; Amorim, Juarez Damasceno de; http://lattes.cnpq.br/1488587934662135
This experience report aims to address the use of active methodologies in the teaching of History in 7th-grade classes at the Sérgio Rufino de Oliveira State Full-Time School, seeking to understand the effects produced by the use of this innovative methodology. Furthermore, this work also addresses the identification and application of methodological strategies and analyses of student learning, as well as presenting the problems encountered within the school environment and their causes. The production of this work required qualitative research, in order to conduct a more in-depth study, which was carried out in four phases, including observation, intervention, application of activities, and data collection and analysis. The data collection method for the aforementioned research was carried out through the application of questionnaires to 10 students. The aforementioned experience report yielded numerous positive results focused on the development of students' skills and competencies, including participation, creativity, and critical thinking, thus demonstrating the great relevance of using active methodologies in the teaching of History.