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A importância dos aspectos linguístico-afetivos nas aulas de inglês da educação básica: reflexões deu uma licencianda de letras-língua inglesa do PARFOR em Presidente Figueiredo (AM)
(Universidade do Estado do Amazonas, 2026) Oliveira, Maria José Silva de; Rocha, Francisco Rosa da; http://lattes.cnpq.br/5901149441626006; Lima, Annemeire Araújo de; http://lattes.cnpq.br/9024133427528079
This experience report is based on a personal experience in the English Language
Teaching Degree course, offered by the National Program for Teacher Training in
Basic Education (PARFOR) in Presidente Figueiredo (AM). Its general objective was
to understand how English language teaching strategies and readings promoted
during internship courses can mitigate, when implemented in basic education, any
linguistic-affective difficulties faced by future undergraduate students of Letters
English Language. The study found its justification in the author's reflections on the
absence of consistent English training during her school years and the impacts of this
absence on her performance and confidence at the beginning and for a good part of
her undergraduate studies. This work adopts a qualitative approach because it
developed from observations of the behavior of high school students, the analysis of
teaching resources used during supervised internships, and the author's reflections
on how to deal with English as an undergraduate student. The results and discussion
demonstrated that, despite initial difficulties, it is possible to gradually build linguistic
and pedagogical competence throughout training, provided there are contextualized
pedagogical practices, accessible strategies, and respect for the students' learning
pace. These considerations, when made, help overcome linguistic-affective
difficulties, as can be observed during a brief application of a playful activity in the
Internship course.
Keywords: linguistic-affective difficulties; English language undergraduates; internship course;
PARFOR
O papel social da feira agropecuária do município de Autazes
(Universidade do Estado do Amazonas, 2026-09-21) Pereira, Adriano Printes; Braga, Bruno Miranda; http://lattes.cnpq.br/9593097050570247; Braga, Bruno Miranda; http://lattes.cnpq.br/9593097050570247; Vieira, Everton Dorzane; http://lattes.cnpq.br/3626653859985184; Carneiro, Allan Diego; http://lattes.cnpq.br/4382766130091965
This article analyzes the social role of the Agricultural Fair in the municipality of Autazes, Amazonas, from a Social History perspective, understanding it as a space for production, circulation of goods, preservation of collective memory, and strengthening of sociocultural relationships. The research aims to investigate the importance of the fair in building local identity, highlighting its contribution to the appreciation of family farming, cultural practices, and traditional knowledge that make up the municipality's historical heritage. The research is based on oral sources, through interviews with vendors, rural producers, and visitors, seeking to understand the historical and social changes that have occurred in this space over time. The results show that the Autazes Agricultural Fair goes beyond its economic function, serving as an environment for social interaction, knowledge sharing, strengthening community bonds, and preservation of from local traditions. In addition, its relevance is highlighted for boosting the municipal economy, valuing rural production, and maintaining the cultural identity of the region. It is concluded that the fair represents an important social and cultural heritage of Autazes, contributing to local development and the preservation of the population's historical memory.
A importância da literatura infantojuvenil de língua inglesa nas aulas de língua portuguesa: vivências e desafios de uma abordagem interdisciplinar
(Universidade do Estado do Amazonas, 2026) Soriano, Helena; Rodrigues, Tatiana Bermond dos Santos; http://lattes.cnpq.br/6410934219970876; http://lattes.cnpq.br/6736410637880997; Lima, Annemeire Araújo de; http://lattes.cnpq.br/9024133427528079
This experience report analyzes the relevance of children's and young adult literature in
English as an interdisciplinary pedagogical tool in a rural school in Presidente Figueiredo
(AM). The general objective was to evaluate the effectiveness of using foreign literary texts
integrated into Portuguese language classes for 7th-grade elementary school students.
Methodologically, a qualitative and descriptive approach was adopted, based on the
observation and recording of practices conducted between March and June 2025. The results
indicate that the articulation between foreign literature and the students' cultural experiences
promotes linguistic development, critical thinking, and school engagement, overcoming
geographical and pedagogical barriers typical of the rural context. It is concluded that
interdisciplinary practice expands educational horizons and contributes to the formation of
autonomous readers sensitive to cultural diversity. By transposing the Brothers Grimm's
fairy tales to the regional setting, the experience broke with the rigidity of conventional
literary spaces. As Fazenda (2013) points out, the interdisciplinary school allows knowledge
to flow; in this case, the flow occurred between the standard language, the foreign language,
and riverside (ribeirinha) orality. The adaptation of classic texts to the Amazonian context
transformed the teaching of Portuguese and English into an act of recognizing the student's
own reality.
Keywords: English children’s and young adult literature; interdisciplinarity; rural education; experience report.
A integração de literatura e expressões artísticas no processo formativo do PARFOR de letras-língua inglesa: um relato de experiência em Presidente Figueiredo (AM)
(Universidade do Estado do Amazonas, 2026) Pereira, Meriane; Rocha, Francisco Rosa da; http://lattes.cnpq.br/5901149441626006; http://lattes.cnpq.br/7790316013016613; Rodrigues, Adrian Fernanda Bezerra; http://lattes.cnpq.br/3746995702950738
This study aims to report the pedagogical experience lived in the English Language Arts course
of the National Plan for the Training of Basic Education Teachers (PARFOR), at the University
of the State of Amazonas (UEA), through the integration of English language literature and
artistic expressions as a strategy for developing linguistic skills. The research was characterized
as an experience report with a qualitative approach, based on the observation of teaching and
learning practices carried out in the subjects of Children’s Literature and English Language
Literature I and II. The results indicate that the use of artistic resources such as music, drama,
and Literary reinterpretation enhanced oral comprehension, written production, and
communicative confidence among teachers in training. It is concluded that the
interdisciplinarity between literature and art contributes to overcoming linguistic difficulties
and promotes more meaningful, critical, and contextualized learning in the Amazonian context.
Keywords: english literature; artistic expressions; teacher training; PARFOR.
Diagnóstico do ensino aprendizagem de história em salas multisseriadas anos finais do ensino fundamental na escola Osvaldo Fugêncio, área rural de Autazes
(Universidade do Estado do Amazonas, 2026-09-21) Gomes, Ana Claudia Felix; 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
The teaching of History in multigrade classrooms, having as a field of study the Osvaldo Fugêncio Municipal School, located in the Nova Esperança Community, Rio Mutuca, Municipality of Autazes -AM, presents specific difficulties related to differences in age, learning levels and development progress of each student who share the same school space. In view of this, the teacher needs to plan differentiated and simultaneous pedagogical methodologies, adapting different content and encouraging the active participation of students. Among the main challenges, the ones that stand out the most are the lack of teaching materials appropriate to the multigrade reality, the overload of teachers, the limited time for individual monitoring and the lack of specific continuing education for this teaching model. In addition, the regular curricular composition, often organized by grades and sequential contents, makes it difficult to adapt the teaching of History to the diverse needs of the class. Another significant challenge is to make historical content relevant to students at different levels of understanding, ensuring the construction of historical thinking, the notion of temporality and the creation of critical consciousness. Despite the difficulties, the data show that multigrade classrooms can also offer collaborative pedagogical practices, peer learning, and the valorization of local and community knowledge, especially in rural and Amazonian contexts.