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Redes neurais explicáveis com o simulador robótico open roberta lab: construção de sequências didáticas para a educação em computação no ensino médio
(Universidade do Estado do Amazonas, 2025-12-16) Alves, Jorge Mikael Coutinho; Trindade, Genarde Macedo; http://lattes.cnpq.br/1300673206605986; http://lattes.cnpq.br/8836430030954456; Trindade, Genarde Macedo; http://lattes.cnpq.br/1300673206605986; Oliveira, Ethel Silva de; http://lattes.cnpq.br/5504379923987283; Barbosa, Luiz Sérgio de Oliveira; http://lattes.cnpq.br/3773253451052290
The advances of Artificial Intelligence (AI) in education demand new pedagogical approaches that foster its critical and practical understanding, transforming the way
technological concepts are integrated into the school curriculum. This Final Undergraduate Project presents the development and validation of didactic sequences
based on Explainable Neural Networks (XNNs), integrated with Educational Robotics (ER) through the Open Roberta Lab simulator, designed for high school education and
aligned with Brazil’s National Common Curricular Base (BNCC) for Computing. The research arises from the lack of accessible and contextualized teaching materials for
AI and ER, especially in schools with limited infrastructure and insufficient teacher training. The general objective is to design and validate didactic strategies that
incorporate active methodologies and robotic simulation tools, contributing to the development of computational thinking, student autonomy, and the ethical use of AI.
The methodology included literature review, practical experimentation with Open Roberta Lab, development of the didactic sequences, and evaluation by teachers from
different microregions of the state. During the research process, two complementary academic works were published: an article in the Revista Iberoamericana, presenting
a review on ER and AI, and an extended abstract on the research methodology, presented as a poster at the Amazonian Symposium on Computing and Innovation
(SACI 2025). These publications reinforce the scientific and educational relevance of the study, as well as its contribution to the consolidation of Computing Education in the Amazon region. The results indicate that the sequences are feasible, clear, and coherent with the BNCC Computing learning objectives, showing potential for
implementation in public schools. It is expected that the materials developed will serve as a reference for teachers interested in integrating AI and ER into pedagogical
practice, thereby strengthening an innovative, inclusive, and culturally situated education.
Zonas de contato e transculturação em gonçalves dias: um diálogo entre etnografia e ficção no brasil e oceania, os timbiras & I-Juca Pirama
(Universidade do Estado do Amazonas, 2026-04-08) Muniz, Geane Sales; Grizoste, Weberson Fernandes; http://lattes.cnpq.br/9595958464572167; Grizoste, Weberson Fernandes; http://lattes.cnpq.br/9595958464572167; Nascimento, Dilce Pio; http://lattes.cnpq.br/3763557471019923; Cerdeira, Weslley Dias; http://lattes.cnpq.br/2093734235350350
This article aims to perform a critical analysis of the monograph Brazil and Oceania in dialogue with the poems Os Timbiras and I-Juca Pirama. The investigation seeks to highlight how these records influence or depart from the construction of history and the myths of a nation. Such works challenge hegemonic narratives not only from the colonial period, but also those that span the nineteenth century and persist in the present. The method adopted is bibliographical research and documentary analysis, focusing on sources that discuss the context of Gonçalves Dias's ethnographic and literary works. From that perspective, the work seeks to break with the unambiguous vision of a European effort to describe the Other, validating, in turn, the symbolic and cultural construction of transculturation. Thus, the analysis focuses on the contact zones that are established between the discourses of the official history of Brazilian colonization and the production of Gonçalves Dias.
Os mitos e a transmissão de saberes indígenas: uma análise crítica da obra "Nós" de Maurício Negro.
(Universidade do Estado do Amazonas, 2026-04-08) Castro, Graciene da Silva; Sicsú, Delma Pacheco; http://lattes.cnpq.br/6349998977516397; Sicsú, Delma Pacheco; http://lattes.cnpq.br/6349998977516397; Carvalho, Luis Alberto Mendes de; http://lattes.cnpq.br/2662595655188770; Pereira, Thiago Costa; http://lattes.cnpq.br/0760261764493834
This article aims to conduct a critical analysis of the work "Nós" (We), an anthology of Indigenous literature by Maurício Negro, which brings together 10 narratives told by Indigenous writers, highlighting how myths contribute to the transmission of Indigenous knowledge. The research is qualitative in nature, using a phenomenological approach, since the object of study is myths, which transmit knowledge about ways of life, as well as about the social and cultural relations established in the Indigenous context. Three narratives were analyzed: "O peixe-boi dos maraguá" (The Manatee of the Maraguá) by Yaguarê Yamã e Lia Minápoty, "Peneira de Arumã" (Arumã Sieve) by Jaime Diakara, and "A Origem do Açaí" (The Origin of Açaí) by Tiago Hakyiq. The theoretical framework draws on the works of Dorrico (2018); De Souza Oliveira (2021); Kambeba (2020); Santos (2018); Minayo (1994); and Sicsú (2024). Thiel (2006); among other authors who address literature and the mark of the construction of indigenous identity.
As contribuições da literatura infanto – juvenil no ensino de Língua Portuguesa no Ensino Fundamental II de uma escola pública de Parintins-Am
(Universidade do Estado do Amazonas, 2026-04-08) Messias, Herlisson William de Souza; Sicsú, Delma Pacheco; http://lattes.cnpq.br/6349998977516397; Sicsú, Delma Pacheco; http://lattes.cnpq.br/6349998977516397; Amoedo, Francisca keila de Freitas; http://lattes.cnpq.br/2195704246610177; Nascimento, Dilce Pio; http://lattes.cnpq.br/3763557471019923
This study aims to discuss the contributions of children's and young adult literature to the teaching of Portuguese in middle school (grades 6-9). Its objective is to investigate the contributions of children's and young adult literature to the teaching of Portuguese in an 8th-grade class at a public school. The research was structured around supervised observation internships at a specific public school in Parintins, where an interest arose in investigating how children's and young adult literature contributes to the development of reading practices and assists in fostering an interest in reading throughout school life and in the formation of readers. The methodology used involves bibliographic research, field research, and a qualitative method. The theoretical basis includes ideas from: Cosson (2012); Candido (1995 and 2004); Gomes and Manede (2020); Lajolo (2007); and Peres (2024).
A memória como resistência indígena inscritas em duas narrativas na obra contos da floresta, de Yaguarê Yamã
(Universidade do Estado do Amazonas, 2026-04-08) Rodrigues, Gabriele Barros; Sicsú, Delma Pacheco; http://lattes.cnpq.br/6349998977516397; Sicsú, Delma Pacheco; http://lattes.cnpq.br/6349998977516397; Carvalho, Luis Alberto Mendes de; http://lattes.cnpq.br/2662595655188770; Pereira, Thiago Costa; http://lattes.cnpq.br/0760261764493834
Contemporary Indigenous literature has established itself as a space for cultural preservation and resistance in the face of historical processes of erasure experienced by Indigenous peoples. Through writing, authors such as Yaguarê Yama reaffirm collective memory and transform oral tradition into a permanent record, without breaking with their ancestry. In this context, the present study aims to analyze how memory is configured as a form of cultural resistance in two narratives in the work *Contos da Floresta* (2012), highlighting the presence of ancestry, myths, and teachings transmitted through Maraguá oral tradition. The research engages with reflections from authors such as Sicsú (2023), who understands Indigenous literature as a political instrument of identity affirmation; Kambeba (2020), who highlights the role of orality as the guardian of knowledge; Daniel Munduruku (2017), Ailton Krenak, Eliane Potiguara, and Graúna (2013), who defend Indigenous writing as a counter-discourse to colonial narratives. It is observed that, by transforming traditional accounts into literary text... Yamã expands the reach of these voices, breaking geographical and symbolic boundaries. Her writing rescues ancestral stories, values the forest territory as a spiritual space, and proposes a worldview based on the balance between humanity and nature. Thus, Tales of the Forest fits into the broader movement of contemporary Indigenous literature, which seeks protagonism, representation, and cultural preservation, highlighting the role of narrative as a means of preserving the history, language, and traditional values of forest peoples, and thus understanding how literature can be a form of struggle and affirmation in the face of attempts at cultural erasure. In conclusion, the work reaffirms memory as a living force, capable of resisting silencing, transmitting to new generations the cosmology, values, and identity of the original peoples.