Comunidades no DSpace
Selecione uma comunidade para navegar por suas coleções
Submissões Recentes
“A chegada da petrobrás e o jorro do petróleo”, em Nova Olinda do Norte: conflitos e fracassos de uma refinaria que não existiu!
(Universidade do Estado do Amazonas, 2026-10-09) Santos, Eliana Ribeiro Dos; Braga, Bruno Miranda; http://lattes.cnpq.br/9593097050570247; Braga, Bruno Miranda; http://lattes.cnpq.br/9593097050570247; Araújo, Maria de Jesus do Carmo de; http://lattes.cnpq.br/4683173786714739; Dirane, Anne Carolina Marinho; http://lattes.cnpq.br/5499259502905732
This article presents a brief history of Petrobras, petroleum and the development of the oil sector in Brazil and the Amazon, specifically in Nova Olinda do Norte, Amazonas. Its objective is to draw a historical-social panorama of the nationalist construction of the company, in order to elucidate the difficulties of opening the oil economy, as well as to analyze the conflicts and failures of oil exploration in Nova Olinda, considering the local collective memory. The research was of a bibliographic nature, consultation in documentary collections, websites, books and media related to the theme, with emphasis on the qualitative approach. The preliminary results indicate that the presence of Petrobras symbolized not only the possibility of economic development, but also brought social and environmental challenges that impacted the community. The relevance of this study is manifested in several spheres, both for society and for the scientific community.
A trajetória sócio histórica da Aldeia Cuia (1945–atualidade): memória, identidade e resistência do povo Mura em Autazes, Amazonas
(Universidade do Estado do Amazonas, 2026-10-09) Soares, Elieuza Guimarães; Braga, Bruno Miranda; http://lattes.cnpq.br/9593097050570247; Braga, Bruno Miranda; http://lattes.cnpq.br/9593097050570247; Paes, Luciane Rocha; http://lattes.cnpq.br/3087785571271331; Ramos, Evelyn Marcele Campos; http://lattes.cnpq.br/9929071072029847
This work aims to analyze the socio-historical trajectory of the Mura people, with a specific focus on the formation, territorial organization and social transformations of the Cuia Village, located in
the municipality of Autazes, Amazonas. The research is based on a broader historical contextualization of the Mura people since the colonial period, highlighting processes of resistance, territorial mobility and social reorganization in the face of State interventions. It then focuses on the history of the Cuia Village, addressing its formation from 1945 onwards, the role of the founding families, the changes in traditional leadership, the homologation of the Cuia Indigenous Land in 1991 and the environmental, economic and educational transformations experienced by the community. The methodology adopted is based on the analysis of documentary records, the Mura Indigenous Villages Book, official data from the Cuia Indigenous Land, and interviews conducted in 2026 with residents of the village, including local leaders, teachers, and longtime residents. The research also discusses the importance of documenting collective memory as a way of preserving identity and cultural strengthening. It is concluded that the trajectory of the Cuia Village reveals a continuous process of permanence and change, in which territory, memory and education play a central role in the historical affirmation of the Mura people.
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.