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A atuação do pedagogo na gestão universitária da Escola Normal Superior : desafios e contribuições do colegiado do curso de Pedagogia
(Universidade do Estado do Amazonas, 2026) Silva, Maria Antonia Souza da; Oliveira, Meire Terezinha Silva Botelho de; http://lattes.cnpq.br/5482600740372808; http://lattes.cnpq.br/8121201798852545; 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 Role of the Pedagogue in University
Administration at the Higher Normal School: Challenges and Contributions of the
Pedagogy Program’s Academic Council.” The central focus of this study is to
understand the role of the pedagogue in university administration specifically in the
leadership and quality coordination of the Higher Normal School (ENS)/University of
the State of Amazonas (UEA) and their contributions to strengthening institutional
identity. Specifically, the objectives were to provide a historical overview of the Higher
Normal School of the State University of Amazonas; to identify the responsibilities of
the Directors and Quality Coordinators of the ENS/UEA as outlined in official
documents; and to demonstrate the role of educators in the administration and quality
coordination of the ENS/UEA. The theorists whose work supports these arguments
are: Estácio (2026); Lück (2009; 2011); Pinto and Zainko (2013); Libâneo (2002); and
Azevedo (2020). This study is qualitative and descriptive in nature, employing
document analysis as its methodological approach. The data collection instruments
consisted of institutional documents and semi-structured interviews conducted via
Google Forms. The study was conducted at the Higher Normal School of the State
University of Amazonas (ENS/UEA), located in the city of Manaus. The research
participants were faculty members who served as Directors and Quality Coordinators
at ENS/UEA, with a focus on those with a degree in Education. The collected data
were analyzed based on the integration of document analysis, the contributions of
administrators through interviews, and theoretical contributions on university
management and faculty identity. As a result, it was found that the involvement of
educators in management contributed to the strengthening of the Pedagogy program
and to the consolidation of ENS/UEA’s institutional identity. This research aims to
contribute to the debate on the role of pedagogues in university administration within
the context of Bachelor’s degree programs in Pedagogy, with the goal of broadening
understanding of faculty involvement in administrative roles and its implications for
professional and institutional identity.
Keywords: University administration; Deans; Quality coordinators; Educators;
Institutional identity.
E se o paciente for trans? Análise do conhecimento de estudantes de enfermagem da Universidade do Estado do Amazonas sobre o processo transexualizador no SUS
(Universidade do Estado do Amazonas, 2026-06-16) Peixoto, Mike Jamillah Felipe Silva; Marangoni, Vívian Silva Lima; http://lattes.cnpq.br/6194423774308637; http://lattes.cnpq.br/6076591200077893; Marangoni, Vívian Silva Lima; http://lattes.cnpq.br/6194423774308637; Almeida, Gabriel Ponce de Leão Lima; http://lattes.cnpq.br/3706390861954566; Lima, Michelle Pires
The transgender population faces systemic discrimination within Brazil's Unified Health
System (SUS), highlighting the need for professional training committed to humanized and
comprehensive care. This study aimed to identify the level of knowledge among Nursing
students at the State University of Amazonas (UEA) regarding the SUS Transsexualization
Process (PTSUS) and to compare this knowledge across students from the 2nd to the 10th
semester. This is a quantitative, descriptive, exploratory, cross-sectional study conducted with
213 undergraduate students using a structured questionnaire. Results revealed that 56.9% of
participants were unaware of the PTSUS, 90.2% had attended no more than two classes on
LGBTQIAPN+ health during their undergraduate program, and 65.9% did not consider
themselves competent to care for transgender individuals. Lack of knowledge remained stable
across semesters, and social media constituted the main source of learning, to the detriment of
formal curricular education. In contrast, 92.5% of students acknowledged the importance of
including the topic in the curriculum, reaching unanimity in the final semesters. It is concluded
that the educational gap is structural in nature and that the revision of Pedagogical Course
Projects, with cross-curricular integration of the theme, is an urgent measure to ensure
comprehensive, discrimination-free care for the transgender population.
Perfil epidemiológico da morbidade por câncer bucal no Brasil: uma análise dos casos no período de 2020 a 2025
(Universidade do Estado do Amazonas, 2025-12-03) Tavares, Giovanna Silva; Vasconcelos II, Antonio Jorge Araujo; http://lattes.cnpq.br/5548562970182242; http://lattes.cnpq.br/4372738054724987; Vasconcelos II, Antonio Jorge Araujo; http://lattes.cnpq.br/5548562970182242; Pinto, Adriana Beatriz Silveira; http://lattes.cnpq.br/6500412100135501; Barroso, Mara Lilian Sevalho; http://lattes.cnpq.br/3480508540885994
ABSTRACT
Squamous Cell Carcinoma (SCC) represents the most common malignant neoplasm of the oral
cavity, accounting for over 90% of all oral cancers. It originates from the squamous cells of the
lining epithelium of the oral mucosa. Its etiology is strongly associated with chronic exposure to
well-established risk factors, with smoking and alcohol consumption being the primary ones,
which act synergistically, potentiating genetic mutations. Other factors include infection with the
Human Papillomavirus (HPV), mainly for oropharyngeal carcinomas, and cumulative sun
exposure for lip cancer. Clinically, it can present as a white plaque (leukoplakia), red plaque
(erythroplakia), or, more frequently, as an ulcer with raised and hardened borders that does not
heal. Diagnosis is confirmed by biopsy and histopathological examination. The prognosis is
directly linked to the stage at diagnosis, making early detection crucial. In the Brazilian context,
the distribution of this morbidity is not homogeneous, reflecting deep regional disparities in
terms of access to health services, socioeconomic conditions, and exposure to risk factors. In
this scenario, conducting detailed epidemiological surveys becomes imperative. Mapping the
morbidity profile of oral cancer is fundamental to identifying vulnerable populations,
understanding the temporal and geographic dynamics of the disease, and evaluating the impact
of already implemented public policies, such as tobacco control. Therefore, this study aims to
analyze the epidemiological profile of oral cancer morbidity in Brazil from 2020 to 2025, based
on DATASUS data, identifying the distribution of cases according to sex, age group, geographic
region, and anatomical sites. The methodology consisted of an observational, analytical, cross-
sectional study, based on the analysis of secondary hospital morbidity data. The results
revealed 65,838 cases in the period, with a consistent predominance in males (70.1% of cases),
establishing a ratio of 2.3 men for every woman. Age analysis showed that the disease is
predominant in adults and the elderly, with 78.6% of cases concentrated in the 50-79 age
groups, with the 60-69 age group being the most affected (28.2%). The temporal trend showed
progressive growth until 2023, followed by a sharp decline in 2024-2025, interpreted as
underreporting in the most recent years. Geographically, the Southeast region concentrated
the highest burden of cases; however, the North (63.8% growth until 2023) and Central-West
(69.7% increase in 2024) regions showed concerning increasing trends. Regarding anatomical
location, the tongue (C02) and other parts of the mouth (C06) were the most frequent sites. It
is concluded that oral cancer remains a relevant public health problem, with a profile marked
by gender, age, and regional disparities, reinforcing the need for primary prevention policies,
early diagnosis, and regionalized epidemiological surveillance for the effective confrontation of
the disease
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.