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Aldeia Indígena Pantaleão na contemporaneidade (2010-2024): organização, vivências e perspectivas do Povo Mura numa área urbana do município de Autazes-AM
(Universidade do Estado do Amazonas, 2026-10-08) Silva, Raimundo Stalin da; Santos, Franco Lindemberg Paiva dos; http://lattes.cnpq.br/7520553669721192; Santos, Franco Lindemberg Paiva dos; http://lattes.cnpq.br/7520553669721192; Palheta, Francisco Sales Bastos; http://lattes.cnpq.br/1221046601683103; Gomes, Robeilton de Souza; http://lattes.cnpq.br/1098531935442556
This article analyzes the organization, experiences, and perspectives of the Mura People in the Pantaleão Indigenous Village, located in the urban area of Autazes-AM (2010–2024). The research investigates how the group maintains its cultural identity and plans for the future in the face of urbanization and coexistence with non-indigenous populations. The methodology combined a literature and documentary review, participant observation, and interviews with an educator and five Youth and Adult Education (EJA) students, analyzed through data triangulation. Data from the 2022
IBGE Census show that urban indigenous presence is majority both in Brazil (53.9%) and in the state of Amazonas (62.3%). The analysis of the village's Social Statute reveals a formalized governance structure (General Assembly, Executive Board, and Fiscal Council) focused on constitutional rights, sustainable development, and institutional partnerships. The oral accounts highlight the preservation of memories and traditional practices (festivals, ajuris, and traditional medicine), while exposing how deforestation, wildfires, cattle ranching, and mining in rural areas directly affect the quality of life in the urban village. Furthermore, the study identifies difficulties in labor market insertion, State shortcomings in providing basic sanitation, drinking water, and differentiated education, as well as the village's aspirations for the future. It concludes that the Mura permanence in the city constitutes an act of territorial and cultural resistance, sustained by community strengthening and youth protagonism.
Desafios e possibilidades da aplicação das leis nº 10.639/03 e nº 11.645/08 no ensino de história: um estudo no 1º ano do ensino médio da escola Maria Emília (GM3), em Autazes-AM
(Universidade do Estado do Amazonas, 2026-10-08) Siqueira, Taiz Helena Lima; Santos, Franco Lindemberg Paiva dos; http://lattes.cnpq.br/7520553669721192; Santos, Franco Lindemberg Paiva dos; http://lattes.cnpq.br/7520553669721192; Palheta, Francisco Sales Bastos; http://lattes.cnpq.br/1221046601683103; Gomes, Robeilton de Souza; http://lattes.cnpq.br/1098531935442556
This study analyzed the implementation process of Laws No. 10,639/03 and No. 11,645/08 in the first year of High School at the Escola Estadual Maria Emília Martins Mestrinho de Medeiros Raposo (GM3), located in the municipality of Autazes, Amazonas, Brazil, considering the challenges and possibilities for History teaching. The study was based on the understanding that these laws constitute important instruments for promoting the teaching of Afro-Brazilian, African, and Indigenous History and Culture, as well as for combating racism within the school context. The research adopted
a qualitative approach, based on bibliographic, documentary, and field research. Data were collected through questionnaires administered to pedagogical support staff, History teachers, and first-year high school students, in addition to the analysis of the school's Political-Pedagogical Project (PPP). The results showed that the school develops actions related to the implementation of these laws, demonstrating recognition of their importance by the pedagogical team, teachers, and students. However, challenges were identified, including the need to strengthen teachers' continuing professional
development, expand pedagogical resources, and further consolidate these actions within school planning. The analysis of the Political-Pedagogical Project revealed that the document includes principles related to diversity and citizenship education; however, it addresses Laws No. 10,639/03 and No. 11,645/08 only to a limited extent, without presenting specific objectives and strategies for their effective implementation. Based on the analysis conducted, it was found that the effective implementation of these laws depends on the collective commitment of the school community, the revision and updating
of the Political-Pedagogical Project, and the consolidation of permanent pedagogical practices that promote an anti-racist, inclusive education committed to the appreciation of ethnic-racial diversity.
Análise da atuação colaborativa entre professor titular e profissional de apoio educacional
(Universidade do Estado do Amazonas, 2026-06-25) Cardoso, Lucilene Lima
The inclusion of students with Autism Spectrum Disorder (ASD) in schools represents one of the greatest challenges in contemporary education, requiring a reorganization of pedagogical practices, the strengthening of inclusive public policies, and collaborative action among the various professionals within the school environment. In this context, this study aims to analyze the collaborative work between the classroom teacher and the educational support professional during the process of including students with ASD in mainstream education. This is a descriptive field study with a qualitative approach, conducted with four classroom teachers and four support professionals working in public basic education schools in Tabatinga. Data collection was carried out using a semi-structured questionnaire, making it possible to identify perceptions regarding inclusion, pedagogical strategies employed, difficulties faced, and forms of collaboration between the professionals. Data analysis revealed that the partnership between the classroom teacher and the support professional significantly fosters the academic, social, and emotional development of students with ASD. However, the results also highlight challenges related to the lack of continuing education, the absence of joint planning, and the lack of clearly defined roles for support professionals. It is concluded that the realization of inclusive education depends on strengthening collaborative work, valuing professionals, and implementing public policies that ensure adequate conditions for specialized educational support.
Conflitos da Silvinita no território indígena de Autazes
(Universidade do Estado do Amazonas, 2026-10-08) Souza, Vanderleia Filgueira De; Santos, Franco Lindemberg Paiva dos; http://lattes.cnpq.br/7520553669721192; Santos, Franco Lindemberg Paiva dos; http://lattes.cnpq.br/7520553669721192; Leal, Davi Avelino; http://lattes.cnpq.br/6645382114509617; Quintino, Fernanda Pinto de Aragão; http://lattes.cnpq.br/7123068740517454
This article aims to analyze the internal and external conflicts arising from the mining of silvinite on indigenous territory in the municipality of Autazes, specifically in the Soares community, which belongs to the Mura people. The research was conducted through oral interviews with tuxauas from three villages of this ethnic group who oppose the extraction of the mineral on their territories, as well as through a review of articles that briefly addressed the same topic. Concerns regarding potential environmental damage that may result from the implementation of mining activities on indigenous lands have generated conflicts among the leaders of the Mura people, involving political, economic, and environmental disagreements. It is important to note that the Mura people have been part of the Madeira region since the 18th century, maintaining a historical, cultural, and territorial relationship with the area in question.
O sindicato agropecuário como lugar de memória coletiva dos moradores do município de Autazes
(Universidade do Estado do Amazonas, 2026-10-08) Guedes, Simone Brandâo; Santos, Franco Lindemberg Paiva dos; http://lattes.cnpq.br/7520553669721192; Santos, Franco Lindemberg Paiva dos; http://lattes.cnpq.br/7520553669721192; Silva, Patricia Rodrigues da; http://lattes.cnpq.br/6069149508875323; Queiroz, Cesar Augusto Bubolz
This study, entitled "The Agricultural Union as a Place of Collective Memory for the Residents of Autazes - AM," aims to analyze the trajectory of the Autazes Agricultural Union, highlighting its relevance as a space of collective memory and its contribution to the historical, social, and economic formation of the municipality. The research is justified by the scarcity of studies on the history of this institution and the need to preserve its memories. Methodologically, it is based on oral history, through interviews with former union members, field diary entries, and bibliographic research. The collected narratives allowed for an understanding of the union's trajectory from the perspective of its participants, highlighting its role in organizing rural producers, defending their interests, and strengthening agricultural activities. Furthermore, the study identified the main historical figures involved in the construction and consolidation of the institution, emphasizing its role in preserving collective memory and in the development of the municipality. It is concluded that the Autazes Agricultural Union constitutes an important historical and social asset, whose trajectory remains present in the memories of its members and in the history of Autazes, contributing to the appreciation of local identity and the preservation of collective memories.