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As tabernas da cidade de Nova Olinda do Norte: história, cotidiano e economia local
(Universidade do Estado do Amazonas, 2026-10-20) Ferreira, Emídia Rabelo; Braga, Bruno Miranda; http://lattes.cnpq.br/9593097050570247; Braga, Bruno Miranda; http://lattes.cnpq.br/9593097050570247; Dirane, Anne Carolina Marinho; http://lattes.cnpq.br/5499259502905732; Araújo, Maria de Jesus do Carmo de; http://lattes.cnpq.br/4683173786714739
In this article we discuss taverns as dynamic spaces, sociability and economy in the daily lives of residents of Nova Olinda do Norte, in the interior of Amazonas. For this, we used the methodology of
Oral History, aiming to know the trajectories of local tavern keepers, their struggles, resistance strategies to maintain their taverns in the midst of the socio-spatial and economic transformations of the city.
Práticas didático-pedagógicas: desafios do ensino de história em turmas multisseriadas nos anos finais do ensino fundamental da escola rural Bela Vista
(Universidade do Estado do Amazonas, 2026-10-22) Lima, Graciene Carvalho de; Araujo, Sarah dos Santos; http://lattes.cnpq.br/2271020414574287; Araujo, Sarah dos Santos; http://lattes.cnpq.br/2271020414574287; Santos, Johmara Assis dos; http://lattes.cnpq.br/3548590508020533; Loureiro, Suena Santarém; http://lattes.cnpq.br/0895096533263234
This study aims to understand the didactic-pedagogical practices and challenges of History teaching in multigrade classrooms in the final years of Elementary Education at Escola Municipal Bela Vista, located in the rural area of Autazes, Amazonas, Brazil. It is a qualitative, descriptive field study grounded in Oral History and Content Analysis. Participants included teachers, students, and the school principal. Data were produced through semi-structured interviews, discussion groups, document analysis, and field notes. The findings indicate that teaching History in multigrade classrooms requires flexible planning, diversified methodologies, and the contextualization of historical content to students' sociocultural reality. They also reveal that the shortage of teaching materials, the need for continuing teacher education, and structural limitations are the main challenges faced by teachers. The study concludes that valuing local knowledge, together with strengthening public policies for Rural Education, contributes to meaningful historical learning.
Cenário atual dos fatores associados à carcinogênese peniana: uma revisão integrativa da literatura
(Universidade do Estado do Amazonas, 2026-06-23) Oliveira, Maysa Pires de; Silva, Alessandra Cristina da; Silva, Alessandra Cristina da; http://lattes.cnpq.br/6194175345043330; Silva, Alessandra Cristina da; Silva, Alessandra Cristina da; Oliveira, Anete Leda de; http://lattes.cnpq.br/5720866335585405; Queiroz, Eidie Souza de; http://lattes.cnpq.br/0986446160881874
To analyze the scientific evidence regarding the factors
associated with penile cancer. Method: Integrative literature review. The search
was conducted in the BDENF, LILACS, PubMed, Embase, and CINAHL
databases. The PICo strategy and PRISMA guidelines were used for data
selection and extraction. Results: Twelve articles were included in the sample.
The findings highlight Human Papillomavirus (HPV), precursor dermatoses,
inadequate hygiene conditions, phimosis, obesity, smoking, and socioeconomic
determinants as primary risk factors. Conclusion: It is concluded that the
development of penile cancer is multifactorial and strongly associated with
social vulnerabilities and pathogens. Strengthening public policies and
urological clinical research is essential to stimulate early screening and health
education, aiming to mitigate the disease's morbidity and mortality.
Metodologias No Ensino De História E Os Usos Das Tecnologias Do Século XXI - Reflexões sobre seus usos na educação
(Universidade do Estado do Amazonas, 2026-10-20) Santos, Flávia Pinheiro Dos; Araujo, Sarah dos Santos; http://lattes.cnpq.br/2271020414574287; Araujo, Sarah dos Santos; http://lattes.cnpq.br/2271020414574287; Printes, Lucas Moura; http://lattes.cnpq.br/8974333826527195; Silva, Matheus Rodrigues da
This study addresses methodologies in History Teaching in Basic Education. The study aims to describe existing methodologies and present others associated with the use of new technologies, emphasizing their importance and highlighting their social purpose in the teaching and learning process in the 21st century. The study is based on bibliographic and documentary research, with a qualitative approach, encompassing the analysis of educational realities and the motivation that technologies can contribute to students’ learning throughout their educational journey in Basic Education. It emphasizes the importance and role of education professionals in developing methodologies that involve students as protagonists in the study of History. Thus, this work is presented in three parts. The first part provides an understanding of the historicity of History Teaching in the 21st century, highlighting its importance as a curricular subject in contemporary times and its contribution to educational policies. The second part discusses the various methodologies designed for History Teaching, in addition to proposing other technological tools that can facilitate understanding throughout the learning process. The third part addresses the relationship between History as a school subject and its impacts on students’ learning by encouraging the use of methodologies associated with technology.
O ensino de história e identidade cultural Indígena Mura: Um estudo na Escola Municipal Indígena Sete de Setembro, Autazes, Amazonas
(Universidade do Estado do Amazonas, 2026-10-20) Pinheiro, Erlane Dias; Braga, Bruno Miranda; http://lattes.cnpq.br/9593097050570247; Braga, Bruno Miranda; http://lattes.cnpq.br/9593097050570247; Ramos, Evelyn Marcele Campos; http://lattes.cnpq.br/9929071072029847; Paes, Luciane Rocha; http://lattes.cnpq.br/3087785571271331
Indigenous school education is a legally guaranteed right in Brazil, based on the recognition of the ethnic, cultural and historical diversity of indigenous peoples. In this context, the teaching of History
plays a fundamental role in valuing the memories, traditional knowledge and trajectories of struggle of these populations. This article analyzes the role of history teaching in strengthening the indigenous
cultural identity of students at the Sete de Setembro Indigenous Municipal School, located in the Lago do Paracuúba indigenous land, in the municipality of Autazes, Amazonas. It is a study with an emphasis on History, Culture and Education, with a qualitative approach, conducting field research, guided by the methodology of oral history, application of a questionnaire and recording in the field diary. The results
indicate that intercultural pedagogical practices, contextualized and focused on local history, contribute significantly to the strengthening of the sense of belonging, cultural appreciation and recognition, of
students as historical subjects.