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Violência psicológica contra a mulher: desafios na condenação em juizados especializados na cidade de manaus (2023-2024).
(Universidade do Estado do Amazonas, 2026-06-30) SILVA, Ellen Christine Barbosa de Menezes; SENA, Raylene Rodrigues de.; SENA, Raylene Rodrigues de; GOMES, Fábio Alves
Psychological violence against women, recognized as a form of domestic and family violence by the Maria da Penha Law and criminalized under Article 147-B of the Penal Code, is a growing reality in the contemporary world, challenging laws and judicial practices. The judiciary, as an institution whose primary purpose is to guarantee human dignity, order, and the mitigation of inequalities, paradoxically reproduces exclusionary and patriarchal practices, perpetuating injustices. Despite legislative and constitutional achievements, institutions responsible for protection and public security still lack effective mechanisms capable of curbing violence and ensuring women their constitutional rights. The struggle to combat psychological violence perpetrated within the domestic and family environment remains a challenge in terms of confrontation and overcoming, mainly due to its silent and invisible nature. This study was grounded in the need to understand the obstacles in the process of convicting aggressors for psychological violence against women in the domestic and family context, which hinder the guarantee of the full enjoyment of women's rights. The discussion is articulated with the historical basis of women's legislative achievements, the culture of patriarchy, and the contributions of scholars, especially Pierre Bourdieu and Michel Foucault. In this regard, the specific objectives were to identify finalized first-instance cases of psychological violence against women adjudicated by the 5th and 6th Specialized Courts for Combating Domestic and Family Violence against Women at the Henoch Reis Courthouse, sentenced between January 2023 and October 2024, verifying the occurrence of convictions of this nature and analyzing the factors contained in the operative provisions and reasoning of the judgments. An analysis of a conviction judgment was presented as a parameter for comparison with the elements found in acquittal judgments. Accordingly, the study adopted a qualitative approach through the analysis of judgments involving psychological violence. Scientific articles, theses, and dissertations were also used as data collection instruments to support the analysis of the findings. Data analysis was conducted through Thematic Analysis, in dialogue with the theories of Pierre Bourdieu and Michel Foucault, enabling a better interpretation after correlating the data. As a result, an informational and awareness booklet on psychological violence was developed for women, particularly those under the jurisdiction of these courts, serving as a tool for awareness, information, and support for the prevention and confrontation of psychological violence in the domestic and family context. The relevance of the research lies in the importance of recognizing psychological violence as a crime and as an affront to women's dignity. Furthermore, the awareness and information provided to women through the booklet, combined with the existing protective mechanisms established by laws and judicial bodies, contribute to confronting this great evil that corrodes the human fabric.
Entre desafios e conexões digitais: o uso do diário digital no contexto escolar amazônico
(Universidade do Estado do Amazonas, 2026-06-25) Lima, Souza Viviane
The integration of digital technologies into educational systems has brought about significant changes in schools' pedagogical and administrative processes, particularly in contexts marked by infrastructure and connectivity challenges, such as those found in the Brazilian Amazon. In this scenario, the general objective of this study was to analyze the difficulties teachers faced when using the digital gradebook at a school in the Amazon region, considering the roles played by pedagogical support staff and school management in the process of introducing digital technologies into the educational setting. Specifically, the study sought to identify the main challenges teachers encountered in using the digital gradebook; describe the actions taken by pedagogical support staff and school management to provide support, guidance, and monitoring for teachers; and understand teachers' perceptions regarding the tool's contributions to school communication, the monitoring of student performance, and the organization of administrative tasks. The discussion was grounded in the contributions of Kenski (2016), Moran (2018), Lévy (1999), Castells (2016), Libâneo (2013), and Silva (2024). This qualitative, exploratory, and descriptive study was conducted at a municipal school in Tabatinga, Amazonas, involving five teachers, a pedagogical support professional, a school administrator, and a representative from the Municipal Department of Education. Data were gathered through open-ended questionnaires, document analysis, and an examination of the virtual environment of the *Ergon Sistemas* (School Management Software) platform used by the school district. Analysis was performed using triangulation, based on the work of Marcondes and Brisola (2014). The results highlighted challenges related to internet instability, technological infrastructure limitations, and the need for ongoing professional development. Contributions of the digital gradebook were also identified regarding the organization of school records, the monitoring of student learning, communication between school departments, and the management of educational information. It is concluded that the effectiveness of the tool depends on investments in infrastructure, connectivity, institutional support, and continuous training, especially in Amazonian contexts marked by territorial and structural inequalities.
A contribuição da mediação literária para o desenvolvimento da criação e imaginação de crianças na creche
(Universidade do Estado do Amazonas, 2026-06-09) Araújo, Fernanda dos Anjos; Printes, Jocicleia Souza
The general objective of this research was to investigate the contribution of literary mediation to the development of imagination and creativity in children attending daycare centers. The specific objectives were to observe the benefits of a reading routine based on mediation and the challenges of implementing it in the classroom, as well as to describe the processes of imagination and creativity as they unfold through the promotion of children's literature. The study emphasized the importance of providing access to books during early childhood. This is a qualitative study grounded in bibliographic and theoretical foundations. We conducted a bibliographic survey on the topic using the Oasis Brasil platform. Fieldwork took place over the course of one month at a public daycare center in the municipality of Tabatinga, Amazonas. During reading sessions involving literary mediation, we observed the children's attitudes and listened to their narratives regarding selected children's books—chosen based on criteria of bibliodiversity to include classic, contemporary, Black, and Indigenous literature. We found that children who expressed themselves organized ideas from their past experiences alongside new information provided by the mediated story, thereby creating new scenarios. This demonstrates that children use their experiences to imagine and create, confirming Vygotsky’s (2009) findings that children construct knowledge based on what they already know from their cultural and social contexts.
Diversidade étnico racial na literatura infantil nos anos iniciais do ensino fundamental
(Universidade do Estado do Amazonas, 2026-06-25) Silva, Mabel Araújo
This study aims to analyze the importance of children's literature in addressing ethnic-racial diversity, highlighting the role of literary mediation within the school setting. Recognizing children's literature as a key ally in both reader development and the shaping of social values—particularly regarding differences and the appreciation of cultural diversity—this research employed a qualitative approach involving two methodological stages: a literature review and fieldwork. The theoretical framework draws primarily on authors who discuss children's literature, reading mediation, and ethnic-racial relations. The fieldwork consisted of conducting five literary mediation activities with a third-grade class at a public school, aiming to monitor and observe the children's perceptions of diversity as the classroom activities unfolded. The results revealed that, initially, the students had limited exposure to texts addressing ethnic-racial diversity. However, as the activities progressed, there was a noticeable expansion of their cultural repertoire, increased participation, and a growing development of respectful attitudes and reflections on identity and social belonging. Thus, we conclude that children's literature, when mediated intentionally, makes significant contributions to fostering individuals who are more critical, sensitive, and conscious of themselves and others, thereby reinforcing the need for its continuous integration into the school environment.
O protagonismo negro em contos de fadas: promovendo a importância da representatividade e o imaginário das crianças
(Universidade do Estado do Amazonas, 2026-06-09) Casilima, Naliana Hildalgo
This article addresses the importance of Black protagonists in children's literature, specifically in retellings of fairy tales. Its general objective was to analyze the narrative and aesthetic strategies employed in children's literature works that restructure fairy tales, identifying how Black protagonists are portrayed to transform the collective imagination and promote positive representation. To support this goal, the specific objectives were to: identify key contemporary children's books featuring Black protagonists in fairy tale retellings—using them to facilitate engagement and involve children—and examine textual elements and illustrations to discuss the relationship between Afro-Brazilian/African culture and the fairy tale structure, specifically looking for the incorporation of non-Eurocentric symbols or aesthetics. This was a qualitative field study conducted at the José Carlos Mestrinho Municipal School (Madureira Annex) with third-grade elementary students. The study introduced fairy tale retellings featuring Black protagonists by authors Cristina Agostinho and Ronaldo Simões Coelho, published by Mazza—a publishing house specializing in ethnic-racial themes. Five sessions were held to mediate the reading of these books, followed by activities based on the narratives. The results highlight the vital role of the teacher as a mediator, despite the scarcity of such works in daily school life. The study concludes that introducing Black characters into fairy tales is an effective path toward anti-racist education and the promotion of respect. Positive character representation helps combat prejudice and expands children's cultural horizons, fostering empathy and allowing them to feel like protagonists in their own stories. In this context, literature acts as both a mirror and a window, allowing children to see themselves represented in positions of beauty and power.