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Articulação entre o ensino de Álgebra e Geometria por meio da confecção do tangram no 7º ano do Ensino Fundamental
(Universidade do Estado do Amazonas, 2026-09-14) Magalhães, Rafael Batalha; Costa, Lucélida de Fátima Maia da; http://lattes.cnpq.br/8333907767115958; Costa, Lucélida de Fátima Maia da; http://lattes.cnpq.br/8333907767115958; Beltrão, Isabel do Socorro Lobato; http://lattes.cnpq.br/0215468585341626; Fonseca, Júlio Cezar Marinho da; http://lattes.cnpq.br/8265814631152677
This qualitative study aimed to investigate how tangram making can be an effective resource for teaching Algebra and Geometry in the 7th grade of elementary school. To this end, a literature review, a document analysis of the BNCC (Brazilian National Curriculum Base), and a formative teaching experiment with 27 students were conducted,
involving systematic observation, photographic documentation, and practical activities with tangrams. The results showed that the pedagogical approach mediated by the manipulative material favored engagement and understanding of geometric and algebraic concepts, such as symmetry, proportionality, and the representation of areas by
algebraic expressions, promoting the articulation between concrete and abstract concepts. It was also observed that playful activities enhance the development of Geometric and Algebraic Thinking, making learning more meaningful and motivating.
Coinfecção por vírus da imunodeficiência humana e coronavírus: perfil clínico-imunológico e alta hospitalar
(Universidade do Estado do Amazonas, 2026-06-17) Ferreira, Millena Gomes; Carvalho, Érica da Silva; http://lattes.cnpq.br/3325190814999717; Carvalho, Érica da Silva; http://lattes.cnpq.br/3325190814999717; Martins, Alex; http://lattes.cnpq.br/3661607448132704; Araújo, Felipe Queiroz
To characterize the sociodemographic, clinical-immunological profile and
discharge status of people living with HIV and COVID-19 co-infection admitted to a reference
hospital in tropical medicine. Método: Retrospective cross-sectional study based on secondary
data from medical records during the pandemic period, using descriptive analysis and guided
by the STROBE guidelines. Resultados: In the 135 medical records analyzed, men
predominated (71.1%) and the age range was 25 to 49 years (63.0%). Advanced
immunosuppression was significant, with 46.7% of patients presenting CD4 counts below 200
cells/mm3 and 45.2% with irregular use of antiretroviral therapy (ART). Tuberculosis (26.7%)
and neurotoxoplasmosis (26.7%) were the most frequent opportunistic diseases. Regarding the
clinical evolution of the patients, 8.1% required ICU admission and discharge due to
improvement was 88.9%. Conclusão: The described population is heterogeneous, evidencing
the coexistence of a virologically controlled subgroup with another in an advanced stage of
immunosuppression and failure in the continuum of care, inserted in a scenario of high hospital
mortality due to coinfection.
Travecações e transvessias com os cotidianos escolares: narrativas autobiográficas de uma professora travesti
(Universidade do Estado do Amazonas, 2026) Neponuceno, Mikelly Simões; Peixoto, Leonardo Ferreira; http://lattes.cnpq.br/3006297256905004; http://lattes.cnpq.br/8865212942710540; Estácio, Marcos André Ferreira; http://lattes.cnpq.br/3566866770043324; Nascimento, Ana Leticia Vieira do; http://lattes.cnpq.br/0164067731117053
The research, which uses the method of research in/of/with everyday life, is based on the
experiences of a trans teacher and aims to present reflections on education from her
perspective, which is often silenced due to various circumstances. The author proposes
two concepts that help to achieve the objectives of the research: travecações and
transvessias. The first brings the individual and at the same time collective dimension,
which refers to the gender transition processes of trans* and travesti people. The second,
complementing the first, presents ‘making-thoughts’ that arise from conversations with
the ‘spaces-times’ that make up the path that the researcher travels from her home to
school and with those that she travels with inside the school and in the classroom. The
writing structure of the research is based on some of the movements necessary for
research in/of/with everyday life, especially the so-called ‘narrating life and literaturizing
science’ in an attempt to present a trans perspective on education, pedagogical practices
and teaching and, consequently, to ‘go beyond the known’, ‘diving with all our senses’
into these travecações and transvessias that can contribute to the construction of a reality
that learns to understand that the differences that make us who we are, are powers.
Keywords: travecações, transvessias, travesti, everyday life, education.
Ensino de evolução biológica e a produção de recursos didáticos com exemplos amazônicos
(Universidade do Estado do Amazonas, 2026) Moraes, Ana Klara Alves; Souza, Luciane Lopes de; http://lattes.cnpq.br/8792951478804488; http://lattes.cnpq.br/2138499493353728; Frische, Cintia Cornelius; http://lattes.cnpq.br/2084666261479342; Freitas, Silvia Regina Sampaio; http://lattes.cnpq.br/3278751978956966
This study analyzes the challenges faced by teachers in teaching Biological Evolution
and proposes contextualized teaching alternatives based on Amazonian biodiversity,
aiming to contribute to a more meaningful teaching and learning process. The
research is grounded in the understanding that Biological Evolution is the unifying
axis of Biology, although its teaching still faces difficulties related to the complexity of
scientific concepts, teacher training, religious influences, and the lack of
contextualized teaching materials. To address these issues, the main obstacles
encountered in the classroom were identified, Amazonian examples described in the
scientific literature related to natural selection and speciation were surveyed, their
presence in textbooks used in schools in Manaus was analyzed, and educational
resources aligned with the regional context were developed. The results show that
the textbooks analyzed present a low representation of Amazonian biodiversity
examples, which can contribute to the abstraction of content and hinder student
learning. It was also observed that many teachers rely on additional resources and
their own strategies to compensate for this gap, reinforcing the need for
institutionalized materials that are more suitable for the local context. The study also
identified several Amazonian cases in the scientific literature with potential for
teaching evolution, demonstrating that there is sufficient theoretical basis to support
the production of new educational resources. Based on this, educational games were
developed using elements of Amazonian biodiversity to make the teaching of
evolution more attractive, contextualized, and accessible. It is concluded that valuing
regional examples is a promising strategy to improve students’ understanding of
evolutionary concepts and strengthen Biology teaching in Amazonian schools.
Keywords: biological evolution; evolution teaching; amazonian biodiversity; teaching
materials; contextualization.
Educação Etnomatemática: da carpintaria à Geometria ensinada no 8º ano do Ensino Fundamental
(Universidade do Estado do Amazonas, 2026-09-09) Costa, José Gutemberg Vidal da; Costa, Lucélida de Fatima Maia da; http://lattes.cnpq.br/8333907767115958; Costa, Lucélida de Fatima Maia da; http://lattes.cnpq.br/8333907767115958; Silva, Antônia Ivanilce Castro da; http://lattes.cnpq.br/5235127078538262; Fonseca, Maildson Araújo; http://lattes.cnpq.br/1408202171363945
This article presents the results of a study developed with the aim of understanding how the geometric knowledge present in carpentry can contribute to the teaching of Geometry in the 8th grade of Elementary School, from the perspective of Ethnomathematics Education. The participants in the research were an 8 th-grade class and two carpenters. The methodology is qualitative and involved systematic classroom observations, interviews, and the researcher’s immersion in the carpenters’ work context. The triangulated results allow us to state that the articulation between ethnomathematical knowledge present in carpentry practices and school content fosters students’ engagement and understanding in Mathematics classes. Thus, the study highlights the importance of integrating theory and practice to improve Geometry learning and points to the relevance of Ethnomathematics Education in building a more inclusive and contextualized teaching approach aligned with students realities.