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Educação patrimonial: ensino de História em Carauari-AM em espaços não formais
(Universidade do Estado do Amazonas, 2026-05-21) Monteiro, Priscila; Maia, Glauciene Da Costa; http://lattes.cnpq.br/8380477801504751; Maia, Glauciene Da Costa; http://lattes.cnpq.br/8380477801504751; Ricardo, Sandro Araujo; http://lattes.cnpq.br/8513139674720312; Sales, Núbia Lafayette Araújo de
This experience report aims to promote pedagogical actions that contributed to the teaching-learning process of Heritage Education in History teaching. More specifically, it sought to analyze how Heritage Education can be used in non-formal environments and encourage students through practical and dynamic activities. The report follows a qualitative and quantitative methodology, with an oral interview conducted with the professor responsible for the subject and a questionnaire administered to the students. The results indicate that 90% of the students responded positively to the activities carried out outside the classroom, and most were able to reproduce what they learned during the Heritage Education class. Based on these results, it was concluded that the class was successful, as most students were able to learn about heritage and demonstrated this learning in their questionnaire responses. Finally, Heritage Education should be taught from the ground up, so that students learn from an early age to care for the heritage of their city, ensuring that future generations can have access to these cultural assets.
O ensino remoto na pandemia – os impactos causados no processo ensino aprendizagem no 1º ao 3º ano do ensino fundamental de uma escola do município de Parintins
(Universidade do Estado do Amazonas, 2026-05-06) Prestes, Sandrelli Chrystini Pantoja; Nascimento Filho, Virgílio Bandeira do; http://lattes.cnpq.br/0430956097030345; Nascimento Filho, Virgílio Bandeira do; http://lattes.cnpq.br/0430956097030345; Silva, Simone Souza; http://lattes.cnpq.br/5176094890954618; Portilho, Ana Beatriz Vieira; http://lattes.cnpq.br/7395491260302975
The present research entitled "Remote teaching in the pandemic – the impacts caused in the teaching-learning process in the 1st to 3rd year of elementary school of a school in the municipality of Parintins" seeks to evidence the teaching-learning processes in a school of the municipal network of Parintins considering the period of greatest spread of the Covid-19 virus. Understanding that the installation of social isolation was a moment of accelerated change in various social spheres, education also needed to adapt to this reality and insert ICTs (Information and Communication Technologies) as an essential tool for the continuity of teaching. Thus, our main objective was to know the impacts caused by the pandemic on the teaching-learning process in the 1st to 3rd year of elementary school in a school in the municipality of Parintins. The specific objectives consist of: describing how the school organized itself to work remotely; point out the difficulties encountered by teachers to work remotely and identify the strategies adopted by teachers to continue teaching and evaluating their students. This is a quantitative-qualitative research that obtained the collaboration of three teachers who answered the questionnaire with open, closed and mixed questions, which facilitated the understanding of the problems of Remote Teaching, with the elaboration of graphs and discussions on the subject, evidencing the main adversities. It can be seen in the statements of the collaborators of the research that the main obstacles were: the difficulties in accessing the internet and the use of digital technologies, as well as the absence of support from parents and guardians and also from the public power. Based on this assumption, the teachers of the municipal network of Parintins needed to change the teaching methods previously used for a new reality, in order to meet the needs of education in the pandemic and post-pandemic period.
Adolescentes autistas e suas famílias: o desafio do cuidar
(Universidade do Estado do Amazonas, 2026-05-06) Pontes, Sue Ann Ferreira; Amoedo, Francisca Keila de Freitas; http://lattes.cnpq.br/2195704246610177; Amoedo, Francisca Keila de Freitas; http://lattes.cnpq.br/2195704246610177; Vasconcelos, Georgina Terezinha Brito de; http://lattes.cnpq.br/9048233991419879; Pinto, Mariê Augusta de Souza; http://lattes.cnpq.br/8689720523705646
The aim of this paper is to analyze the accounts of the families of adolescents with autism regarding their daily experiences linked to educational life and family routines. We searched through authors such as Cunha (2012), Silva (2012), Cunha (2014), Camacho (2003), among others, who allowed us to better understand the issues related to the socialization of autistic adolescents and the relationship between families in the act of caring and the need to be cared for. We therefore looked to the phenomenological approach as the method that allowed us to interpret each subject involved in the research, based on the studies carried out. We also believe that the case study was necessary because of the possibility of broadening our knowledge of the subject, offering support for further research into autism in adolescence. Based on the analysis of the data, it was concluded that the strategies created by family members and the support of autism centers have helped to improve the quality of life of caregivers, giving them access to the therapies and care that adolescents with ASD need. During the research, it was clear to see some of the difficulties in the process of including adolescents with autism in school and society, as well as their families, reaffirming the importance of understanding the particularities and experiences of adolescents and their care at home, as well as the parent/child and family/school relationship, understand their development process in a way that meets the needs and peculiarities of adolescence and autism.
Arte indígena: uma perspectiva de ensino para alunos sateré-mawé na escola municipal “Mércia Cardoso Coimbra”
(Universidade do Estado do Amazonas, 2026-05-07) Pinheiro, Thainara Passos; Vasconcelos, Georgina Terezinha Brito de; http://lattes.cnpq.br/9048233991419879; Vasconcelos, Georgina Terezinha Brito de; http://lattes.cnpq.br/9048233991419879; Silva, Simone Souza; http://lattes.cnpq.br/5176094890954618; Mourão, Elenice Maria Farias; http://lattes.cnpq.br/0453951454428484
This research aims to investigate how Sateré-Mawé indigenous art is worked with indigenous students in the 3rd year of Elementary School I at a Municipal School in the city of Parintins/AM. Initially, we sought to understand the theoretical perspectives on arts teaching, then observe whether arts teaching at school meets the artistic knowledge needs of indigenous students, as well as whether it contributes to the strengthening of indigenous culture. Finally, it was analyzed how the teacher inserts indigenous art as content to be worked on in the arts discipline. The study is based on authors such as Ferraz and Fusari (1993), Barbosa (2020), Mazzamati (2005) and Minayo (2001). The research was developed within the qualitative approach, having as methodology the dialectic. For data collection, semi-structured interviews and participant observation were used. It is hoped that the results of this research can contribute to the teaching of arts from an indigenous cultural perspective, which presents a diversity of knowledge and knowledge of ancestral peoples, which contributed and continues to contribute to the formation of the identity of original peoples.
Desafios da alfabetização no contexto da bncc: o que pensam os professores?
(Universidade do Estado do Amazonas, 2026-05-07) Silva, Thalia Costa; Figueiredo, Ângela Maria Rodrigues de; http://lattes.cnpq.br/4015783152572693; Figueiredo, Ângela Maria Rodrigues de; http://lattes.cnpq.br/4015783152572693; Batista Filho, Ágdo Reis; http://lattes.cnpq.br/1591965833803584; Vasconcelos, Georgina Terezinha Brito de; http://lattes.cnpq.br/9048233991419879
This research entitled "Challenges of literacy in the context of the BNCC: what do teachers think?", emerged from the desire to study how teachers have been working literacy from the implementation of the BNCC. For this, it was necessary to seek to know and find out how the literacy process is being approached according to what governs this new document, considering that it is guiding the curricula of schools. Through this survey, we seek to understand the challenges that are imposed in teaching practice and how teachers understand themselves in this process. The unfolding of the research followed the following specific objectives: 1)) Knowing the BNCC with regard to literacy, listing the main changes regarding reading and writing in Elementary School; 2) To identify the knowledge that the teacher adds about literacy in the context of the BNCC, 3) To verify how the teachers articulate the knowledge of the BNCC in their daily practice. The Nature of study of this research is of the qualitative type and the method of procedure applied was the case study. The instruments used were participant observation, documentary research, questionnaire, field diary and informal conversation. The place where the research was carried out was in a school of the municipal network of Parintins. Two teachers who work with children in the 2nd and 3rd grade participated as research subjects. We carried out this study by understanding how children's literacy is happening according to what governs the BNCC and by knowing the challenges faced by teachers in this process where they are in the process of adapting to the guidelines and feel difficulties for not yet understanding the document in depth. it is due to the lack of training to guide them.