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Análises das atividades desenvolvidas pelas instituições que atendeu pessoas autistas na cidade de Parintins, entre os anos de 2018 a 2022
(Universidade do Estado do Amazonas, 2026-06-08) Souza, Silvia Ferreira de; 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; Batalha, Tatiana Maria Bentes; http://lattes.cnpq.br/3215951117594078
The present project whose theme is based on the analysis of social projects for people with autism in the last 4 years in the Municipality of Parintins, the theme that has as main objective to analyze which projects were carried out with autistic children in the last 4 years in the municipality of Parintins in the social sphere, also considering the research carried out through articles and course conclusion works that deal with this theme. Thus, we seek theoretical contributions such as: CARUCA (2018), MELO (2020), ARAUJO (2019), which talk about the importance of social inclusion, as well as the need for activities outside the school environment. The methodology was carried out through mixed research, considering the survey of works carried out based on the concept of social interaction of the autistic child in an environment outside the classroom, even as a method of approach the phenomenological research will meet the initial needs of the research, so we conclude the research with a new look that partially met what the research instigated to understand about the actions carried out, we also highlight the period between the years 2018 to 2022 that we went through the pandemic caused by Covid 19.
Avaliação do SAEB: uma análise a partir do olhar dos professores do ensino fundamental I na cidade de Parintins
(Universidade do Estado do Amazonas, 2026-06-08) Ribeiro, Simone dos Santos; Amoedo, Francisca Keila de Freitas; http://lattes.cnpq.br/2195704246610177; Amoedo, Francisca Keila de Freitas; http://lattes.cnpq.br/2195704246610177; Coelho Filho, Mateus de Souza; http://lattes.cnpq.br/3532061008728346; Nascimento Filho, Virgílio Bandeira do; http://lattes.cnpq.br/0430956097030345
The education process has undergone considerable changes in relation to what refers to teaching and learning, and this relentless search for quality education has been breaking barriers for a better future in the educational context, as a result of this we discuss the SAEB Evaluation Theme: An analysis from the perspective of Elementary School I teachers in the city of Parintins/AM, and we seek to analyze the perception of Elementary School I teachers, 5th grade classes in a Municipal/State school on the evaluation of the (SAEB) in city of Parintins. In dialogue with the authors that supported this research, BRASIL (2019), CORREA and SANTOS (2018), GODOY (2012), FRANCO (2001), among other authors who approach the evaluation of the SAEB that guided this research. We consider the theme of great relevance for allowing us to know better the basic education evaluation system (SAEB) we highlight the city of Parintins, within the perception of teachers, through observations carried out in a school of the municipal network and a school of the state network. As a research method, we use phenomenology as it allows us to understand and approach the environment to be researched. This research provided us with a new look at education, and especially the understanding of how the SAEB has been carried out in our municipality.
A importância do desenho no desenvolvimento cognitivo e expressivo das crianças na educação infantil
(Universidade do Estado do Amazonas, 2026-06-08) Marques, Maria do Socorro Leal; Figueiredo, Ângela Maria Rodrigues de; http://lattes.cnpq.br/4015783152572693; Figueiredo, Ângela Maria Rodrigues de; http://lattes.cnpq.br/4015783152572693; Vasconcelos, Georgina Terezinha Brito de; http://lattes.cnpq.br/9048233991419879; Amoedo, Francisca Keila de Freitas; http://lattes.cnpq.br/2195704246610177
The present study has as its theme "The importance of drawing in the cognitive and expressive development of children in Early Childhood Education." This is a Course Completion Work at the Universidade do Estado do Amazonas - UEA, of the Degree in Pedagogy, in which we present the results of an interpretative analysis of children's drawings, in order to reflect on the importance of drawing in the development cognitive and expressive behavior of children in Early Childhood Education. The study was carried out with Young Children (4 and 5) considering their drawings as an important source of information for understanding their cognitive and expressive development. For this, a bibliographic survey was carried out based on the studies of Piaget (1973-1983-1989) and Vygotsky (1991-1993), in order to know the different theoretical perspectives on the evolutionary process of drawing. The methodological procedures adopted were of a qualitative, interpretive nature, relating them to the phenomenological approach in order to understand the child's thinking expressed in the drawings that are made from their experiences. Our analyzes reaffirm that drawings are important psychopedagogical tools for the teacher to recognize and monitor the development of children's cognitive, expressive and cultural aspects, as a condition for a more assertive intervention.
Desenvolvimento de competência docente no estágio supervisionado: uma análise do ensino de história
(Universidade do Estado do Amazonas, 2026-05-21) Almeida, Hamilton Vieira de; Souza, Leno Jose Barata; http://lattes.cnpq.br/2909398134411127; Souza, Leno Jose Barata; http://lattes.cnpq.br/2909398134411127; Amorim, Érica Kelly Nogueira; http://lattes.cnpq.br/3166848661285789; Souza, Hosane Henrique Lucas de; http://lattes.cnpq.br/4469190545123795
The supervised teaching internship in History aimed to investigate the effectiveness of active methodologies in teacher training and student learning. The experience was carried out in two educational institutions, where pedagogical practices such as debates and analysis of historical sources were applied. The adopted methodology favored student participation, resulting in increased engagement and understanding of the content covered. However, challenges such as reading difficulties, lack of teaching resources, and student resistance were identified, requiring adaptations in pedagogical approaches. Building a relationship of trust between teacher and students was crucial for the success of the activities, creating a safe and respectful environment. Critical reflection at the end of the internship provided a deeper understanding of the teacher's role and the need for methodologies that value diversity. In conclusion, the practical experience proved essential for professional development, preparing educators to face contemporary challenges and contributing to the formation of critical and conscious citizens. Suggestions for future research include continuing education, investigation of learning difficulties, and the integration of educational technologies.
Relato de experiência de estágio: a formação docente e o ato de aprender ao ensinar
(Universidade do Estado do Amazonas, 2026-05-21) Garcia, Isabelly Carolyne Lima; Souza, Leno Jose Barata; http://lattes.cnpq.br/2909398134411127; Souza, Leno Jose Barata; http://lattes.cnpq.br/2909398134411127; Menezes, Ranilde Conceição de Freitas; http://lattes.cnpq.br/0140090565586283; Nascimento, Zeila da Silva Moreira do; http://lattes.cnpq.br/6256228303031784
This article aims to describe the importance of supervised internships as a fundamental component in teacher training, specifically during the activities carried out at the Thomé Ferreira Santiago State School in Careiro, AM. The objective is to report the impact of the internship on the consolidation of theoretical knowledge and the development of pedagogical skills and interaction with students. A qualitative and descriptive approach was used, based on a literature review and practical experiences. The results show that the internship provides enriching learning, promoting the personal and professional development of the undergraduate student. It is concluded that this practical experience is essential to train educators who are better prepared and committed to teaching practice.