Comunidades no DSpace
Selecione uma comunidade para navegar por suas coleções
Submissões Recentes
Narrativas orais do contexto amazônico: leitura e releitura no processo de ensino-aprendizagem nos anos iniciais do ensino fundamental
(Universidade do Estado do Amazonas, 2025-03-27) Castro, Kelly Cristina Batista de.; Santos, Tatiana de Lima Pedrosa.; http://lattes.cnpq.br/9092551911182193; Santos, Tatiana de Lima Pedrosa.; http://lattes.cnpq.br/9092551911182193; Valle, Geraldo Jorge Tupinambá do.; http://lattes.cnpq.br/1696181829016668; Pereira, Denilson Diniz.; http://lattes.cnpq.br/3069772994964210
This research aims to analyze the social relations resulting from the use of Amazonian oral narratives, myths and legends in the teaching-learning process of children in the early years of elementary school. This object of study arises from the growing educational interest in the subject, since the practice of telling and/or listening to Amazonian myths and legends is common in the Amazon territory, thus enabling a scientific analysis of how these oral narratives are used in the school environment. The discussions include understanding the meaning of Amazonian oral narratives in the teaching-learning process for the research agents, teachers and students, identifying how these narratives are present in the classroom. Therefore, the aim is to record the possibilities and challenges of working with such elements that represent the social world in the school environment. From this perspective, a field study was designed, in which data collection was carried out through open and semi-structured questions, allowing a more comprehensive analysis of the information obtained. When addressing the sociocultural potential of Amazonian oral narratives, the fields of study that can be used are Education, Culture, Identity, and Memory. Therefore, this research follows an interdisciplinary perspective, with the time period from 2019 to 2024. The locus of this research, in turn, is the Our Lady of Carmo State School (CNSC), a confessional institution belonging to the Diocese of Parintins, Amazonas, Brazil. To this end, we sought to raise scientific reflections on oral narratives from the Amazonian context, highlighting myths and legends in the teaching-learning process of children in the early years of Elementary School. Thus, we intend to contribute to the development of pedagogical practices in schools in the Amazonian territory that contextualize school knowledge to the cultural reality of Amazonian children, collaborating so that the school environment becomes a space for the production of knowledge, interconnecting universal knowledge with local knowledge.
Impactos da Ditadura Militar no Município de Itacoatiara/AM: história oral, memória e resistência nos anos 1978-1975.
(Universidade do Estado do Amazonas, 2025-07-11) Ramos, Alda Lúcia de Sousa Brito; Magalhães, Hianna Rodrigues da Silva; http://lattes.cnpq.br/5072103055032476
This research was necessary for my undergraduate History thesis, which sparked my interest as an academic in investigating the impacts of the dictatorship from a local perspective, specifically in the municipality of Itacoatiara, Amazonas state, covering the years 1970 to 1975. We sought to understand these intricacies of history through oral testimonies and memories of this period. Through these oral sources, we spoke and arranged meetings with two collaborators at different times, respecting each person's time. The purpose of this research was to use oral history as a record of experiences, a legitimate expression of the present, which allowed us to hear these testimonies. Therefore, the theme of this research is: Impacts of the Military Dictatorship in the Municipality of Itacoatiara, Amazonas state: oral history, memory, and resistance from 1978 to 1975. Aiming to conjecture and analyze the narratives of people who were affected in some way by oppression, repression and censorship in the municipality of Itacoatiara, in which the history of these subjects raises questions to understand the ways of confronting the period of obscurantism in our country, thus understanding that we value memory, so as not to repeat the past.
Fontes Documentais: A pesquisa nos arquivos da Escola Estadual Coronel Cruz, Itacoatiara/Am - um relato de experiência
(Universidade do Estado do Amazonas, 2025-07-11) Rodrigues, Ana Paula Gama; Magalhães, Hiana Rodrigues da Silva; http://lattes.cnpq.br/5072103055032476; Magalhães, Hiana Rodrigues da Silva; http://lattes.cnpq.br/5072103055032476; Araújo, Giovani; Silva Junior, Assução Corrêa da Silva
The overall objective of this research was to explore the relevance and academic value of the historical archive as a documentary source for the Coronel Cruz State School in the municipality of Itacoatiara, Amazonas, in 2023. Using documentary analysis, the archive of the school's management succession was organized as a way to celebrate the school's centennial. The experience involved working with the archive as a documentary source and implementing the historical research method. This experience was made possible by an invitation extended to the History Undergraduate Program, where the author participated as a volunteer researcher, along with other course colleagues. We now present the research in the form of an experience report for the final project. Archival research is essential to the historian's profession, as is the study and interpretation of fundamental documentary sources. Documentary research plays a fundamental role in preserving the history and memories of a place, as it allows information recorded in official documents, minutes, notebooks, time sheets, and other records to be analyzed, understood, and transmitted to future generations.
A construção das relações raciais a partir do colonialismo : uma análise de Moçambique na perspectiva de Marvin Harris.
(Universidade do Estado do Amazonas, 2025-03-20) Nhamuche, Alberto João.; Simonetti, Susy Rodrigues.; http://lattes.cnpq.br/3413430472638905; Silveira, Cristiane da.; http://lattes.cnpq.br/3005829475675010; Simonetti, Susy Rodrigues.; http://lattes.cnpq.br/3413430472638905; Silveira, Cristiane da.; http://lattes.cnpq.br/3005829475675010; Jesus, Edilza Laray de.; http://lattes.cnpq.br/3416993677349221; Vicente, José Gil.; http://lattes.cnpq.br/8293479624572875
Mozambique is a Portuguese-speaking country. Its Lusophony comes from its historical antecedents linked to the Portuguese colonization process, with significant implications for the sociocultural and linguistic transformation of its people. In this understanding, the objective of this research is to analyze the construction of racial relations from colonialism in Mozambique. Specifically, it aims to: problematize the perspective of the North American anthropologist, Marvin Harris (Harris, 2021); investigate colonial policy in Portuguese Africa in the years 1956 - 1957; dialogue Harris' perspective with the Statute of the Portuguese Indigenous People of Guinea, Angola and Mozambique, of 1954, being the legislative instrument in force during the period under study; and, questioning education as a process of symbolic oppression - led by Colonial Portugal - and its contribution to the construction of new traditions in Mozambique. From the critical, qualitative and reflective analysis of the information obtained through literature review and documentary research, I consider that the racial relations of colonialism were constructed through the conception of prejudiced, discriminatory and subalternizing socio-racial categories of people called black and their descendants. Still on the same path, the Statute in reference was a perverse political and legal instrument, maintaining the structures of colonial ideology [with indigenous people as an invention of white people], which banned African languages and devalued knowledge and practices created from traditional African cosmoperceptions, judging them to be rudimentary. The work ends with a critical look at the collateral reflections of colonial education, represented by the coloniality observed in the behavior inherited by the oppressed, therefore suggesting a break with this epistemology.
Raízes em movimento: uma análise interdisciplinar sobre juventude e migração em Manaus.
(Universidade do Estado do Amazonas, 2025-03-28) Mendonça, Susane Alves Vieira de.; Ferreira, Lúcia Marina Puga.; http://lattes.cnpq.br/7019435613626489; Ferreira, Lúcia Marina Puga.; http://lattes.cnpq.br/7019435613626489; Souza, Carla Monteiro de.; http://lattes.cnpq.br/1172359927297691; Oliveira, Márcia Maria de.; http://lattes.cnpq.br/8199304840769363
This study explores the complex experience of young migrants in the capital of Amazonas, with a special focus on the role of education in the process of adapting and welcoming these young people. The research addresses issues related to the social insertion of migrant adolescents, the challenges faced in the educational sphere and the process of adaptation from the perspective of the migrants themselves. The theoretical basis of the research is supported by a comprehensive literature review that includes authors such as Bourdieu (2003), Moura (2022), Pires (2020,2022), Vitalle (2022), Hall (2006), Cuche (1999), Saussure (2006), Moscovici (2015), among others. These authors provide the necessary theoretical basis for understanding the processes of migration, identity, culture and social insertion. In addition, the personal experiences of the migrants involved in this study were included. Methodologically, this is a qualitative study with the case study as its main approach. The data collection instruments included observations, questionnaires and interviews with teachers, migrant students, some of their families and former students from the two public schools chosen as the locus of the research, which allowed for an in-depth analysis of the experiences and challenges faced by young migrants in their adaptation process. The first moment discusses the concept of youth and adolescence over time, including data on youth migration and the role of education in the insertion of migrants into a new community. An overview of youth migration in Manaus is presented, highlighting the challenges faced by young people when leaving their countries of origin and adapting to a new culture, customs and language. The second analyzes the phenomenon of migration and its social representations, highlighting multiculturalism, the dynamics of adaptation and cultural preservation. The challenges and invisible barriers are also analyzed, such as prejudice, stigma, socio-economic vulnerabilities, etc., and the importance of support networks during this process. Lastly, we highlight the experiences and life trajectories of young migrants and their families, taking into account the challenges, but also the contributions and benefits of insertion these young people into our society, showing the transformative role of education based on practices and initiatives aimed at inclusion, well-being and welcoming young migrants in the capital of the Amazon.