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Estrangeirar-se: narrativas autobiográficas de um professorpedagogo em formação
(Universidade do Estado do Amazonas, 2026) Lima, Ygo de Jesus; Oliveira, Caroline Barroncas de; http://lattes.cnpq.br/7898558694581023; http://lattes.cnpq.br/7036912965504933; Costa, Mônica de Oliveira; http://lattes.cnpq.br/0219564272293424; Campos, Raimundo Sidnei dos Santos; http://lattes.cnpq.br/2939166076843358
This undergraduate thesis proposes an (auto)biographical narrative journey through the
formation of a teacher-pedagogue in diverse educational spaces, marked by experiences of
displacement, affection, and (re)invention. The research is based on the concept of
estrangement as a formative force, understanding the educator as a subject in constant
(re)constitution. Its general objective is to sketch alternative modes of self-constitution of the
teacher-pedagogue through the writing of causos—experiential narratives that reveal learnings
and tensions in educational practice. Methodologically, the study is anchored in the Narrative
(auto)biographical Research approach, mobilizing memories and lived experiences in spaces
such as a social institution, the university, the LEPETE/UEA laboratory, and the School of
Accounts of the Amazonas State Court of Auditors. The causos presented here are not merely
personal accounts, but meaningful fragments that call for sensitive listening and critical
reflection on being a teacher-pedagogue. Through storytelling, the author rewrites his own
path, recognizing estrangement as a formative and existential condition. Writing thus becomes
a gesture of resistance and invention, opening paths to understand teaching as a living,
affective, and unfinished practice.
Keywords: Teacher-pedagogue; (Auto)biography; Selfconstitution; Educational spaces;
Pedagogy.
Sonhografia(s) de um pé-de-acerola: invenções de um professorar infante e amazônico
(Universidade do Estado do Amazonas, 2026) Neves, Maria Eduarda Glória; Aikawa, Mônica Silva; http://lattes.cnpq.br/1717750077563228; http://lattes.cnpq.br/4519903259866124; Aguiar, José Vicente de Souza; http://lattes.cnpq.br/9130080603912569; Silva, Adriana Alves da
This seed-writing emerges from the experiments of a teacher in training in Pedagogy at
the State University of Amazonas, who handles and narrates her affectations and dreamlike encounters. The aim is to narrate the formation of a body-curriculum that moves in
encounters with the thought of difference, dialoguing with childhoods and Amazons
(r)existing in everyday life. I narrate in affections the creations of this body that invents
itself with childhoods, that finds itself in concerns about the thoughts that characterize
local childhoods, I propose the invention of an infant-aceroleiro body, which creates ways
of being-feeling-living these childhoods in deviant ways. In the path of “justification”, I
understand this desiring-writing that mobilizes gazes of (en)chantment under these
bodies, operating in the hybridism of teaching crossings, seeking fissures for a teaching
that sprouts through an artistic, embroidering and poetic bias. I draw, trace, embroider,
savor and dream other ways of being a teacher, flowing in intensities and allowing me to
create new forms of life in escapes.
Keywords: Teacher training. Philosophy of Difference. Childhood(s). Amazon(s).
Autobiographies in self-invention.
O lúdico como dinamizador no processo de ensino-aprendizagem nos anos iniciais do ensino fundamental
(Universidade do Estado do Amazonas, 2026) Almeida, Stella Galvão Martins de; Oliveira, Meire Terezinha Silva Botelho de; http://lattes.cnpq.br/5482600740372808; http://lattes.cnpq.br/5081677044343594; Rotondano, Érica Vidal; http://lattes.cnpq.br/3874466468716941; Araújo, Cristina Carvalho de; http://lattes.cnpq.br/7160553382993953
This study focuses on playfulness as a dynamic factor in the teaching-learning
process during the early years of elementary school. The central aim is to contribute,
through supervised teaching practices and experience in the Undergraduate
Research Program, to minimizing mechanical and decontextualized teaching
practices in the third grade of elementary school. Specifically, the objectives were to
examine the theoretical contributions found in the literature regarding playfulness as
a factor in student development; to investigate the importance of playfulness in the
teaching process and to propose interventions that stimulate student learning. The
theorists who support our arguments are: Gilles Brougére (2002; 2024), Lev
Vygotsky (2021), and Tizuko Kishimoto (2011; 2023; 2024). The research was
qualitative in nature, initially consisting of literature reviews and summaries of works
on playfulness in the educational setting. The research method employed was action
research, and the research techniques used were field notebook records from the
internships and participant observation. The data collection instruments consisted of
records of observations made during the Supervised Internship and the
Undergraduate Research Program. The study was conducted at two public schools in
the city of Manaus. The subjects were two third-grade teachers in the early years of
elementary school and their respective classes. The collected data were analyzed
based on theoretical contributions regarding playfulness and on the experiences lived
during the research period. As a result of the interpretations, it was identified that
playful activities foster students’ active participation, increasing their curiosity and
making the teaching-learning process more meaningful and dynamic. The research
aims to contribute to the debate on the topic within undergraduate education
programs and in the context of elementary schools, seeking to broaden reflections on
the use of play as an enhancer of the educational process for students. It is
concluded that play is essential for more meaningful learning that is aligned with
students’ needs.
Keywords: internship, PAIC, playful activities; teaching and learning; games.
O pedagogo no ensino superior : entre resistências e avanços na coordenação do curso de pedagogia ENS/UEA
(Universidade do Estado do Amazonas, 2026) Costa, Milena Bruna Marques da; Oliveira, Meire Terezinha Silva Botelho de; http://lattes.cnpq.br/5482600740372808; http://lattes.cnpq.br/8234128230104563; Silva, Vanderlete Pereira da; http://lattes.cnpq.br/9541529698411066; Saraiva, Emerson Sandro Silva; http://lattes.cnpq.br/0349091061036967
The theme of this research is The Educator in Higher Education: Between
Resistance and Progress in the Coordination of the Pedagogy Program at ENS/UEA.
The central focus of this study is to analyze the resistance and progress experienced
by pedagogues in the Coordination of the Pedagogy Program at the Escola Normal
Superior/UEA since its inception, understanding their contributions to the
consolidation of the program’s identity and trajectory. Specifically, the objectives were
to contextualize the trajectory of the Pedagogy program in Brazil and its influence on
the Escola Normal Superior/UEA; to examine the changes in the program’s
Pedagogical Projects and their relationship to the Educational Guidelines in effect
during each period; to identify the Coordinators and Assistant Coordinators who have
served in the Pedagogy Program since its inception as the Higher Normal School;
and to analyze the experiences, memories, challenges, and achievements of the
coordinating educators throughout the program’s historical trajectory. The theorists
who support our arguments are: Saviani (2020, 2013), Ribeiro (2007), Castro (2003)
e Oliveira and Costa (2026). This was a qualitative and descriptive study that
employed document analysis and interviews conducted via Google Forms with the
current and former coordinators of the Higher Normal Course and the Pedagogy
Program at the State University of Amazonas, in order to understand how changes to
the program occurred. The research setting was the Higher Normal School
(ENS/UEA) located in the city of Manaus, Amazonas. The participants were faculty
members who served on the coordinating committees for the Higher Normal School
and Pedagogy programs since the establishment of the Higher Normal School/UEA
in 2001. This research aims to contribute to the debate on the role of coordinators in
the Pedagogy Teacher Education Program. It is concluded that this study highlights
the program’s trajectory, marked by significant transformations resulting from
Brazilian educational policies, as well as undocumented challenges and advances
revealed during the interviews.
Keywords: Coordination; Teacher Education Program; Teacher Training Program;
Historical Development.
Carlos Valdez: a história de um curumim
(Universidade do Estado do Amazonas, 2026) Torres, Carlos Eduardo Marin; Nascimento, Maria Evany do; http://lattes.cnpq.br/1578488589056350; Oliveira, Valdemir de; http://lattes.cnpq.br/5533408210488102; Correia, Stivisson Menezes; http://lattes.cnpq.br/2354965439352781
TORRESS, Carlos. CARLOS VALDEZ: THE STORY OF A CURUMIN.
The following work is a biography of Carlos Valdez, percussion teacher and creator of the
Curumim na Lata project, one of the major projects carried out at the Aníbal Beça Municipal
Art Education Center, located in the eastern zone of Manaus. The main motivation for
conducting this research is to highlight the work carried out by art educator Carlos Valdez, with
his life story and achievements together with his project. The objective is to analyze the
biography and impact of percussion teacher Carlos Valdez's work at the Aníbal Beça Art and
Education Center, located in the eastern zone of Manaus, on the teaching and musical
development of the local community. The methodology is based on Denzin and Lincoln (2006)
on how to conduct qualitative research, with a biographical approach to oral history using
Creswell (2014) and semi-structured interviews based on the contributions of Lakatos and
Marconi (2002). Considering that this is a biography, his life story and achievements as an art
educator in the eastern zone of Manaus will be presented, in dialogue with Arroyo (2002) on
what is understood as music education and its importance through the reflections of Souza
(2004), discussions about school as a space for social and cultural interaction by Dayrell (1996),
and historical and social foundations on the birth and growth of the eastern zone of Manaus
through Gomes (2021). All of these discussions and reflections permeate the main subject of
this research, as his role as an educator in the face of so many social and historical factors
provided opportunities for artistic education.
Keywords: biography; art education; percussion; cultural center; east side.