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Educação intercultural na escola do campo: diálogos e encontros decoloniais
(Universidade do Estado do Amazonas, 2025) Messias, Rachel Gonçalves; Jesus, Edilza Laray de; http://lattes.cnpq.br/3416993677349221; Paiva, Nataliana de Souza; http://lattes.cnpq.br/3930869909835242; Campos, Raimundo Sidnei do Santos; http://lattes.cnpq.br/2939166076843358
Rural education aims to form autonomous, critical and emancipated individuals, with
education that values and respects the diversity of cultures present in the school space and beyond.
beyond. This strengthens them as social subjects who have their own history, knowledge,
struggles and traditions, becoming political agents in the struggle for decisions that guarantee their individual and collective rights.
individual and collective rights. This article reflects on intercultural education in rural schools.
the Higina Bonilha Rolim Municipal School, located in the Vera Cruz Community, Maués-Atlantic.
Vera Cruz Community, Maués-Am. This is a bibliographical and field study, with
content analysis guided by Bardin and aims to identify decolonial paths in Amazonas through
in Amazonas through intercultural education in rural schools. The theoretical basis is
based on authors such as Freire, Fleuri, Fernandes and Molina, Ribeiro (2006), Albarado and
Walsh. The reflections point out that, although rural schools receive planning with urban
urban characteristics, it seeks to develop an approach in its educational practices that
the hegemonic logic, valuing the knowledge of each student and recognizing the
their family and community experiences in the construction of reflexive-critical thinking. These are decolonial dialogues and encounters because they give due importance to cultural
cultural practices as forms of knowledge production. The decolonial approach, combined with
policies, can make a significant contribution to promoting social justice, valuing diversity and
justice, valuing diversity and building a more egalitarian society.
Keywords: Intercultural education. Rural school. Decoloniality.
Fragilidade, equilíbrio e desempenho funcional de pessoas idosas em diferentes cenários do contexto amazônico
(Universidade do Estado do Amazonas, 2025-03-27) Scantbelruy, Kaellen Almeida; Estrázulas, Jansen Atier; http://lattes.cnpq.br/2071810181340886; http://lattes.cnpq.br/3132382258634756; Estrázulas, Jansen Atier; http://lattes.cnpq.br/2071810181340886; Herkrath, Fernando José; http://lattes.cnpq.br/6520056577460946; Vieira, Edgar Ramos; http://lattes.cnpq.br/8888582350322491
Aging brings increasing challenges, especially when accompanied by health impairment or
dependency. Among these challenges, frailty and loss of functionality increase the risk of falls
and reduce quality of life. In the Amazon context, there is little research on these aspects,
especially in the riverside population living in floating homes. The study aimed to evaluate
frailty, balance, and functional performance in elderly individuals who meet or do not meet the
physical activity recommendations in different scenarios in the Amazon context. This was a
cross-sectional, descriptive, and analytical study with 217 elderly individuals (≥ 60 years old),
distributed according to housing conditions and physical activity recommendations: urban areas
that meet (G1, n=60) or do not meet (G2, n=60) the recommendations, and rural areas that meet
(G3, n=50) or do not meet (G4, n=47) the physical activity recommendations. It was conducted
in Manaus (AM) and in nine riverside communities located on the Negro and Solimões rivers.
Socioeconomic variables, health conditions and history of falls in the last year were assessed.
Balance was measured by the MiniBESTest, frailty was assessed by the Fried phenotype,
categorizing individuals as frail (≥ 3 criteria) or non-frail, and functional performance was
analyzed by three tests: Five Times Sit-to-Stand Test (FTSTS), Handgrip Strength Test (HGS)
and Gait speed Test (GTS). Data were analyzed using descriptive statistics. Body balance and
the FTSTS and HGS tests were analyzed by the Kruskal-Wallis test, and GTS by One-Way
ANOVA and Tukey's post-hoc test to compare performance in these variables between groups.
For frailty and associated factors, hierarchical binary logistic regression was performed. Among
the population evaluated, the group composed of elderly people from rural areas who do not
meet the physical activity recommendations had a higher prevalence of frailty (78.7%) and falls
(44.7%), worse performance in postural balance (22.70 ± 2.12 points) and functional
performance in the FTSTS and HGS tests (18.4 ± 4.40 s and 0.74 ± 0.13 m/s), respectively. In
the handgrip strength test, results were higher by 23.50 kgf. All variables evaluated showed
significant differences between the groups (p < 0.001). Frailty was associated with physical
activity (OR = 2.42; p = 0.013), handgrip strength (OR = 2.61; p = 0.025) and use of medications
(OR = 0.39; p = 0.017). Elderly people living in rural areas who do not meet the physical activity
recommendations represent a vulnerable population, with a high risk of falls, reduced functional
mobility and deficits in lower limb strength and endurance, while at the same time, they have
better performance in handgrip strength. The findings are associated with the daily demands of
the lifestyle in riverside floating communities and, together, highlight the need for interventions
aimed at implementing strategies that reduce the risk of falls, favoring the general functionality
of this population.
Educação somática e iniciação ao balé clássico: a descoberta da consciência corporal de baby class e bailarinos iniciantes no processo de aquisição da técnica
(Universidade do Estado do Amazonas, 2024-12-20) Sá, Solange de Souza; Passos ,Yara dos Santos Costa; http://lattes.cnpq.br/3886129763007101; http://lattes.cnpq.br/7468482968440354; Passos ,Yara dos Santos Costa; http://lattes.cnpq.br/3886129763007101; Paes,André Duarte; http://lattes.cnpq.br/3744628322964787; Lima,Getúlio Henrique Rocha; http://lattes.cnpq.br/5769970032043027
The general objective of this study is to analyze Klauss Vianna's technique in classical ballet practice, aiming to develop body awareness in children and beginner adults, in favor of better acquisition of the classical ballet technique. To achieve this objective, we used the qualitative approach methodology, by taking advantage of two experience reports carried out in 2024. The first report is about the development of body awareness in beginner adults in the process of acquiring the technique, working on self-knowledge and promoting self-investigation of the bodies to better understand them in their development, respecting their own physical limitations. And the second report emerged during the research, being the result of classes that the researcher has with children at a private school in the city of Manaus. As a result, it was observed that the use of the somatic approach in the initiation of a body technique helps in the process of learning movement, both in childhood and in adulthood. Klauss Vianna (2018), Jussara Miller (2007) and Flávia Spirópulos (2018) were adopted as the main references.
Corpo semiótica: uma análise semiótica peirceana e sua colaboração para o interpréte-criador em dança
(Universidade do Estado do Amazonas, 2024-12-20) Lima, Taissa Vieira de; Pinto ,Amanda da Silva; http://lattes.cnpq.br/2910246309324962; Pinto ,Amanda da Silva; http://lattes.cnpq.br/2910246309324962; Arce,Carmem Lúcia Meira; http://lattes.cnpq.br/5983555790075121; Carvalho,Meireane Rodrigues Ribeiro de; http://lattes.cnpq.br/7930661514711090
This research addresses a creative process in Dance, focusing on the collaboration of Peircean Semiotics during the work process. In view of this, the study carried out focuses on the analysis of the movements and signs that influenced the interpreter- creator throughout the laboratories, in which semiotic concepts and studies were applied with the aim of enhancing the understanding of the object of study and enriching artistic creation. Based on theoretical references regarding the proposed theme such as Peirce (2005), Santaella (2002), Greiner (2005) and other references throughout this research. The central objective of the study was to understand how Peircean semiotics contributed to the process of constructing the interpreter-creator,based on experimentation laboratories and studies related to the trichotomy of Charles Sanders Peirce's semiotics. To this end, we sought to apply a semiotic analysis of the final work through Peirce's studies, verify how this relationship of Peircean semiotics occurs in the construction of the creation of the interpreter-creator and identify how the study of Peircean semiotics favors the creation of the work and gives new meaning the artistic object for the interpreter-creator. The research adopted a qualitative approach,using the action research method, which favored a constructive dialogue throughout the study. Data collection was carried out using a field diary, cell phone, unstructured interview, camera, speaker and voice recorder. The results obtained were significant,and through Peircean semiotics, it was possible to achieve a more in-depth understanding of artistic construction both in relation to the semiotic elements that affect the body, through contact with the environment, and in the powerful analyzes of experiments, which structured their process more significantly.
Dança folclóricas na escola: ánalise pedagógica no contexto escolar
(Universidade do Estado do Amazonas, 2024-12-18) Santos,Josian Ramos dos; Pinto,Amanda da Silva; http://lattes.cnpq.br/2910246309324962; Pinto,Amanda da Silva; http://lattes.cnpq.br/2910246309324962; Abreu,Jeanne Chaves de; http://lattes.cnpq.br/2707740880059445; Arce,Carmem Lúcia Meira; http://lattes.cnpq.br/5983555790075121
This study analyzes the importance of folk dances in schools through education and how dance influences the cultural development of students. The aim was to examine the teaching of folk dance in schools, identifying which types of dances are taught and how they are approached by art teachers. The research was conducted at a school in Manaus, where students already had contact with folk dances. Teachers who participated included those from the Art and Physical Education curricular components, along with 7th and 8th-grade students from the morning shift. The 7th grade C students who completed the questionnaire consisted of 12 boys and 9 girls, ages ranging from 12 to 15 years old. The 8th grade G students who answered the questionnaire included 12 boys and 12 girls, ages ranging from 14 to 15 years old. The objective of this research was to analyze, in collaboration with students, teachers, and school coordinators, how folk dances are approached in schools. It is also aimed to verify how students perceive this theme and whether they understand the importance of integrating folk dances into the school curriculum. From the students' responses to the questionnaire and discussions on the theme of folk dances, it was observed that there is always a contextualization of the theme when addressed. Classes are divided into moments of theory and practice, often featuring student presentations. As a result, many students, when asked about their knowledge of folk dances, responded affirmatively, with many having danced at school due to this class format. Despite the students' recognition of the importance of folk dances, teachers must be dedicated to teaching this subject in the classroom. They should ensure that it is not perceived as just another topic but as an essential area of knowledge in the educational process. Educators must communicate the significance of folk dances in the school environment, enabling students to understand its relevance to their educational journey.