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Carlos Valdez: a história de um curumim
(Universidade do Estado do Amazonas, 2026) Torres, Carlos Eduardo Marin; Nascimento, Maria Evany do; http://lattes.cnpq.br/1578488589056350; Oliveira, Valdemir de; http://lattes.cnpq.br/5533408210488102; Correia, Stivisson Menezes; http://lattes.cnpq.br/2354965439352781
TORRESS, Carlos. CARLOS VALDEZ: THE STORY OF A CURUMIN.
The following work is a biography of Carlos Valdez, percussion teacher and creator of the
Curumim na Lata project, one of the major projects carried out at the Aníbal Beça Municipal
Art Education Center, located in the eastern zone of Manaus. The main motivation for
conducting this research is to highlight the work carried out by art educator Carlos Valdez, with
his life story and achievements together with his project. The objective is to analyze the
biography and impact of percussion teacher Carlos Valdez's work at the Aníbal Beça Art and
Education Center, located in the eastern zone of Manaus, on the teaching and musical
development of the local community. The methodology is based on Denzin and Lincoln (2006)
on how to conduct qualitative research, with a biographical approach to oral history using
Creswell (2014) and semi-structured interviews based on the contributions of Lakatos and
Marconi (2002). Considering that this is a biography, his life story and achievements as an art
educator in the eastern zone of Manaus will be presented, in dialogue with Arroyo (2002) on
what is understood as music education and its importance through the reflections of Souza
(2004), discussions about school as a space for social and cultural interaction by Dayrell (1996),
and historical and social foundations on the birth and growth of the eastern zone of Manaus
through Gomes (2021). All of these discussions and reflections permeate the main subject of
this research, as his role as an educator in the face of so many social and historical factors
provided opportunities for artistic education.
Keywords: biography; art education; percussion; cultural center; east side.
O processo de luta e resistência de mulheres na educação de jovens e adultos (EJA)
(Universidade do Estado do Amazonas, 2026) Rode, Laysa dos Santos; Oliveira, Caroline Barroncas de; http://lattes.cnpq.br/7898558694581023; Silva, Vanderlete Pereira; http://lattes.cnpq.br/9541529698411066; Araújo, Cristina Carvalho de; http://lattes.cnpq.br/7160553382993953
This study aims to investigate the process of struggle and resistance of women in Youth
and Adult Education (EJA), highlighting the difficulties they face and the impacts on the
transformation of their lives. The qualitative and phenomenological research was
based on a bibliographic review and an experience report. For the bibliographic review,
recent academic studies (2019-2025) were analyzed, selected from the Scielo and
Google Scholar databases, to understand the experiences of these women in the
educational context. For the Experience Report, the story of how a woman's life was
changed through education was told. The results indicated that, even in the face of
gender inequalities, multiple journeys and lack of institutional support, women build
networks of solidarity and overcoming strategies that strengthen their permanence in
EJA. Completing this journey generates significant impacts on self-esteem, financial
autonomy, family participation and social inclusion, reinforcing the importance of EJA
as a space for individual and collective transformation. The final considerations
indicate that, when supported by support networks and welcoming pedagogical
practices, EJA becomes a powerful instrument of emancipation and social change.
Keywords: Youth and Adult Education; Female Resistance; Social Transformation.
Autobiografia inventiva de uma mulher-rio Baré no maternar-educar com traços (eco)feministas nas docências e currículos vivos
(Universidade do Estado do Amazonas, 2026) Silva, Larissa da Silva e; Aikawa, Monica Silva; http://lattes.cnpq.br/1717750077563228; Bettiol, Célia Aparecida; http://lattes.cnpq.br/6935670235651644; Rocha, Iracy de Souza Monteiro da
RESUMO EM NHEENGATU
Kua muraki akue yeya maku kuya maw ibuesara uikitari ukusai Licenciatura e
Pedagogia, wiki yakãga upe Kuxiima tiapu, tiyama teytiwara kuya yapiga, papera
upaka ya saisu.
Kua yayubu yeya Kuya-Bare uikitare uka ibuesara yamuya yagustoriwa ya Kuya-Bare
ya yubu purãga ya ipidina paperawa.
Kua parana upakawa ya kuitare amu etnia ito, yade Bare ya purãgita kapajade, coraza
e kremak yakwasã yammudare side kiti. Ya istudare purãga usemu ya na muraki
papera upe.
Ya finalisoi kua yakuitare kua Kuya ipisinmasa kua papera yo ne kuxiimawara.
Uyupiim pisasui papera upakawa yor ne kituwara usemu purãga uyutima.
Palavras-chave: Yakuitare, uyubu purãga, Mira Bare, Yusuruti purãga, papera
upakawa, Pedagogia amazonicas.
Concepções de professoras e professores sobre educação em sexualidade: uma revisão de literatura
(Universidade do Estado do Amazonas, 2026) Nunes, Jamily Eyd Almeida; Rotondano, Érica Vidal; http://lattes.cnpq.br/3874466468716941; http://lattes.cnpq.br/0062131410598891; Costa, Paula Naranjo da; http://lattes.cnpq.br/4165988356941168; Santos, Márcio Gonçalves dos; http://lattes.cnpq.br/5268445515720062
A educação em sexualidade constitui um campo permeado por disputas históricas, políticas, culturais e pedagógicas que influenciam sua inserção no contexto escolar. Esta pesquisa teve como objetivo analisar as concepções de educação em sexualidade presentes em estudos voltados à Educação Básica, buscando compreender como a temática tem sido abordada nas diferentes etapas de ensino e quais desafios e potencialidades são apontados pela literatura científica. Trata-se de uma pesquisa de abordagem qualitativa, desenvolvida por meio de revisão bibliográfica sistemática realizada na Plataforma de Periódicos da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). A análise dos estudos evidenciou a predominância de concepções biologizantes e médico-higienistas, centradas principalmente na prevenção de infecções sexualmente transmissíveis e da gravidez na adolescência, em detrimento de abordagens que contemplem as dimensões sociais, culturais, afetivas e políticas da sexualidade. Os resultados também apontam para a persistência de desafios relacionados à formação docente, às resistências institucionais e aos discursos conservadores que tensionam a presença da temática no espaço escolar. Por outro lado, os estudos analisados destacam o potencial da educação em sexualidade fundamentada nos direitos humanos, no diálogo e na perspectiva emancipatória, contribuindo para a promoção da cidadania, do respeito à diversidade e da proteção integral de crianças e adolescentes. Conclui-se que a efetivação de uma educação em sexualidade crítica e inclusiva demanda investimentos na formação de professoras e professores, fortalecimento de políticas educacionais e ampliação dos espaços de debate sobre a temática na escola.
Palavras-chave: Educação em sexualidade; Formação docente; Educação básica; Sexualidade; Direitos humanos.
Dislexia: conhecimento e prática pedagógica de professores
(Universidade do Estado do Amazonas, 2026) Gomes, Carla Delzuila de Oliveira; Reis, Joab Grana; http://lattes.cnpq.br/4326050959750580; http://lattes.cnpq.br/1796102099912510; Machado, Andrezza Belota Lopes; http://lattes.cnpq.br/1078436779666761; Saraiva, Emerson Sandro Silva; http://lattes.cnpq.br/0349091061036967
This research aims to investigate how teachers' knowledge about dyslexia and their access to
continuing education influence their pedagogical practices with students in the early years of
Elementary School in the municipal educational network of Manaus. The study articulates the
theoretical contributions of Lev Vigotski’s Historical-Cultural Psychology and Dermeval
Saviani's Historical-Critical Pedagogy, along with current educational legislation, such as the
National Education Guidelines and Framework Law (LDB) and Law No. 14,254/2021,
emphasizing the teacher's role as an inclusion agent and mediator of elaborated knowledge.
This is a qualitative research, anchored in the dialectic framework, with data collected through
semi-structured interviews with two teachers (working in the 1st and 5th grades of Elementary
School). The results indicate that teachers' knowledge about dyslexia is still predominantly
based on common sense, configuring “spontaneous knowledge”, due to a profound gap in the
provision of specific continuing education by the Municipal Department of Education
(SEMED). Furthermore, the research reveals a strong mismatch between legal guarantees and
the structural precariousness of schools, where overcrowded classrooms and lack of basic
materials preclude intentional pedagogical mediation and overburden teachers in a solitary way.
It is concluded that the effective inclusion of students with dyslexia requires early identification
and an instrumentalized pedagogical practice, which can only be achieved through the provision
of decent material working conditions and solid teacher training policies offered by the State.
Keywords: dyslexia; pedagogical practice; school inclusion; continuing education; early years
of elementary school.