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O livro didático de história e suas contribuições na construção do conhecimento do estudante à luz da base nacional comum curricular
(Universidade do Estado do Amazonas, 2026-10-01) Souza, Ingride de Oliveira; Araujo, Sarah dos Santos; http://lattes.cnpq.br/2271020414574287; Araujo, Sarah dos Santos; http://lattes.cnpq.br/2271020414574287; Rebelo, Lucas Montalvão; Campos, Joândreo Batalha; http://lattes.cnpq.br/6507646805517628
This Course Conclusion Work consists of a qualitative analysis of the textbook collection Araribá Conecta: History, designed for the final years of Elementary School (6th to 9th grade), aiming to
understand how this collection constructs historical narratives and its contributions to the development of students' historical thinking in light of the National Common Curricular Base (BNCC). Regarding methodology, the research was qualitative, characterized as a literature review associated with a documentary study, based on analytical categories such as source problematization, use of primary sources, narrative framing, visual resources, epistemic activities, and alignment with the BNCC. Among the most important results, we highlight: the textbook not only reflects the curriculum but consolidates and materializes it, acting as the material arm of curricular centralization policies such as the BNCC; the analyzed collection shows advances in diversifying sources and images, but a structure that prioritizes passive transmission of information over effective problematization still prevails. It is concluded that the construction of historical knowledge in the school context depends largely on the approaches present in textbooks, and that the analytical framework developed can serve as a tool for teacher mediation.
O uso das tecnologias como recurso pedagógico na transmissão de história indígena no ensino médio na aldeia Paurú Autazes-AM
(Universidade do Estado do Amazonas, 2026-10-01) Santos, Itelvina Lima Dos; Araujo, Sarah dos Santos; Araujo, Sarah dos Santos; http://lattes.cnpq.br/2271020414574287; Santos, Johmara Assis dos; http://lattes.cnpq.br/3548590508020533; Loureiro, Suena Santarém; http://lattes.cnpq.br/0895096533263234
This article aims to analyze how the use of digital technologies can contribute to strengthening the transmission of Indigenous History in High School at Aldeia Paurú, valuing local culture, collective memory, and the identity of Indigenous students. The methodology adopted is a qualitative approach, with field research carried out through the application of differentiated questionnaires to students, teachers, and Indigenous leaders. The research is based on the understanding that digital technologies, with the advent of electricity and internet access, have become part of the daily lives of teachers and students in the Indigenous school. When used in a planned manner, these technologies can make the teaching-learning process more meaningful and contextualized. In the context of Indigenous education, the use of these technologies must be connected to traditional knowledge and the narratives of the community itself, respecting its culture and way of life. The research results indicate that digital technologies can act as pedagogical tools and instruments of cultural preservation, strengthening students’ protagonism and contributing to a contextualized and intercultural Indigenous education.
Reflexões sobre a didática para o ensino de língua inglesa no ensino fundamental II e ensino médio: um relato de experiência dos estágios I e II, pelo PARFOR Presidente Figueiredo (AM)
(Universidade do Estado do Amazonas, 2026) Rodrigues, Maria Eliene Galdino; Rocha, Francisco Rosa da; http://lattes.cnpq.br/5901149441626006; http://lattes.cnpq.br/5615553924876448; Lima, Annemeire Araújo de; http://lattes.cnpq.br/9024133427528079
This study aimed to reflect on the didactic sequence in English language teaching for
middle and high school students, based on the use of the didactic sequence as a
methodological tool, through an experience report developed during Supervised
Internship I and II, through the National Program for Teacher Training in Basic
Education (PARFOR), in the municipality of Presidente Figueiredo – AM. The
research adopted a qualitative approach, of a descriptive and reflective nature, based
on participant observation and the application of a didactic sequence in middle and
high school classes. The research was motivated by the identification of challenges
related to the limitation of teaching resources, reduced teaching hours, and students'
learning difficulties. After this observation, the didactic sequence was applied, and
greater student participation in the proposed activities was observed. It was also
noted that there was better articulation between theory and pedagogical practice,
thus concluding that the didactic sequence constitutes an effective methodological
strategy for teaching English in the public school system, provided it is adapted to the
school reality, contributing to more meaningful learning and to the reflective training
of the teacher in the context of supervised internships.
Keywords: didactic sequence; supervised internship; PARFOR.
Reflexões acerca da motivação na aprendizagem de língua inglesa: um relato de experiência sobre minha trajetória linguística da educação básica ao ensino superior em Presidente Figueiredo (AM)
(Universidade do Estado do Amazonas, 2026) Lopes, Carlene Rodrigues; Rodrigues, Tatiana Bermond dos Santos; http://lattes.cnpq.br/6410934219970876; http://lattes.cnpq.br/0886334027373673; Rodrigues, Adrian Fernanda Bezerra; http://lattes.cnpq.br/3746995702950738
This study analyzes the influence of motivation on the teaching-learning process of English as
a Foreign Language through the perspective of an experience report. The objective is to
reflect on the author's learning trajectory, from Basic Education in Roraima and Amazonas to
professional practice in the rural area of Presidente Figueiredo (AM) (AM), mediated by
teacher training in the Letras program (PARFOR). The theoretical framework is anchored in
the concepts of intrinsic and extrinsic motivation by Deci and Ryan (2000), Vygotsky’s
(1998) Zone of Proximal Development (ZPD), Norton’s (2000) identity investment, and
Almeida Filho’s (2014) AElin approach. Methodologically, it is a qualitative reflective
research that utilizes personal experience as a source of knowledge. The results reveal that the
transition from a purely extrinsic motivation to a genuine interest in the language occurs when
knowledge integrates the student's identity universe and is mediated by scaffolding strategies.
It is concluded that the role of the critical teacher, as proposed by Paulo Freire and
Pennycook, is essential to transform technical teaching into a situated pedagogical practice,
capable of converting foreign language learning into cultural capital and a tool for social
inclusion for students in contexts of structural vulnerability.
Keywords: motivation, English Language teaching, Experience Report, ZPD, PARFOR.
A ludicidade no ensino de língua inglesa: um relato de experiência em escola pública de Presidente Figueiredo (AM)
(Universidade do Estado do Amazonas, 2026) Lima, Marlinda Pantoja Bastos de; Rocha, Francisco Rosa da; http://lattes.cnpq.br/5901149441626006; Rodrigues, Adrian Fernanda Bezerra; http://lattes.cnpq.br/3746995702950738
This paper presents experiences from pedagogical practice developed during the
undergraduate course in English Language Teaching, highlighting the use of playfulness as a
central teaching tool in the school context. The study is based on an experience report carried
out with lower secondary (Ensino Fundamental II) and upper secondary (Ensino Médio)
students in public schools in the municipality of Presidente Figueiredo, Amazonas, during
Supervised Teaching Practice I and II in the years 2024 and 2025. This research aimed to
reflect on a methodological approach that integrates playful practices into English Language
teaching. To this end, active methodologies were observed, aiming at the development of oral
interaction, listening comprehension, vocabulary expansion, and student engagement. The
results indicated that the use of playful practices promotes motivation, active participation,
meaningful learning, and the development of communicative competence in English. In
addition, it became evident that such strategies require planning, adaptation to context, and
knowledge of the students’ sociocultural specificities. It is concluded that playfulness
constitutes a relevant pedagogical resource for promoting more dynamic, inclusive, and
contextualized English teaching, also contributing to both initial and continuing teacher
education.
Keywords: playfulness; English Language teaching; Active Methodologies; games and
playful activities.