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Ngu’gü ya Tikuna ya buegüca’ i ĩũ̈: i nagu taĩũ̈’ i popera i ngo’meruũ̈ i ĩũ̈ na nüũ̈ tacua’ẽüca’ i tümacümagü rü tümagagü
(Universidade do Estado do Amazonas, 2026-10-06) Flores, Sansão Ricardo; Rosindo, Silbeni Ovidio; Gabriel, Joaquim Ramos; Carvalho, Teodorino Manduca
This work, produced collectively by the General Organization of Bilingual Ticuna Teachers (OGPTB) and the ÜMATÜTAE Group of Ticuna Researchers and Writers, is an educational resource aimed at strengthening, teaching, and promoting the language and culture of the Ticuna/Magüta people. The work covers topics ranging from the social and mythological organization of the Ticuna—highlighting the patrilineal clans divided into the group of birds (with feathers) and that of animals and plants (without feathers)—to the development of motor skills and bilingual literacy in children. Through graphic exercises, traditional songs, representations of indigenous writing systems, and the study of vowels (oral, laryngeal, and nasal) and consonants in the mother tongue, the publication aims to preserve the linguistic heritage and ancestral knowledge of the indigenous communities of the Upper Solimões for future generations.
Guia do Intercambista de Entrada
(Universidade do Estado do Amazonas, 2026-10-06) Internacionais, Assessoria de Relações
Organized by the Office of International Relations (ARI) at the State University of Amazonas (UEA), the Incoming Exchange Student Guide is a welcoming and practical handbook designed to guide international students and students from other regions of Brazil through their academic and cultural transition. The guide presents the institution’s multi-campus structure, details administrative and academic procedures—such as visas, documentation, housing, and evaluation criteria—and provides useful information on health, transportation, and safety. In addition to the institutional section, the publication highlights the sociocultural aspects of Amazonas, providing valuable tips on local cuisine, tourist attractions in Manaus, linguistic variations, and customs to facilitate the student’s immersion.
Sateré-Mawé: concerto para trombone e piano
(Universidade do Estado do Amazonas, 2026-10-06) Santos, Fabio Carmo Placido; Santos Júnior, Manuel Nascimento dos; Santos, Elisama da Silva Gonçalves
“Sateré-Mawé: Concerto for Trombone and Piano” is a groundbreaking work in Brazilian classical music that fosters an ethical and innovative dialogue between contemporary compositional techniques and the cosmological richness of the Sateré-Mawé indigenous people. The result of a collaborative research project between the composer and performers at the State University of Amazonas (UEA), the score conveys—through three movements—Porantim, Nusoken, and Ywania—the power of rituals, mysticism, and the ancestral memory of the forest, utilizing extended and timbral techniques in which the trombone acts as the narrator and the piano as a ritualistic setting.
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.