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Aplicação de metodologias ativas no ensino de História na educação de jovens e adultos
(Universidade do Estado do Amazonas, 2026-05-12) Oliveira, Kárlyson Roberto Souza de; Maia, Glauciene Da Costa; http://lattes.cnpq.br/8380477801504751; Maia, Glauciene Da Costa; http://lattes.cnpq.br/8380477801504751; Leite, Gelson Girão; Quintino, Fernanda Pinto de Aragão; http://lattes.cnpq.br/7123068740517454
This report addresses the implementation of active methodologies in the teaching of History in Youth and Adult Education (EJA), highlighting their importance in promoting meaningful learning. The general objective is to propose practices that improve teaching in this modality, focusing on the protagonism of students in the educational process. The specific objectives include identifying the main learning difficulties, suggesting playful methodological activities, such as lectures, educational games, and debates, and presenting the results achieved with these approaches. The research was conducted in the city of Carauari, using a quantitative ethnographic approach that explored the experiences of EJA students at the Profª Eliza Pedrosa Municipal School. Questionnaires were applied and an oral interview was conducted with the teacher, allowing for an in-depth analysis of the school context. The results were positive, showing, through observations and student feedback, that the active methodologies were well utilized and accepted. The students' interest in learning through these approaches is notable, confirming the effectiveness of the implemented practices. The research is based on a contextualized bibliographic analysis and seeks to transform the classroom into a dynamic space where students appropriate historical knowledge in a meaningful way.
A utilização das metodologias ativas no ensino de História
(Universidade do Estado do Amazonas, 2026-05-12) Silva, Júnior Silva e; Maia, Glauciene Da Costa; http://lattes.cnpq.br/8380477801504751; Maia, Glauciene Da Costa; http://lattes.cnpq.br/8380477801504751; Silva, Jederson Rosa da; Amorim, Juarez Damasceno de; http://lattes.cnpq.br/1488587934662135
This experience report aims to address the use of active methodologies in the teaching of History in 7th-grade classes at the Sérgio Rufino de Oliveira State Full-Time School, seeking to understand the effects produced by the use of this innovative methodology. Furthermore, this work also addresses the identification and application of methodological strategies and analyses of student learning, as well as presenting the problems encountered within the school environment and their causes. The production of this work required qualitative research, in order to conduct a more in-depth study, which was carried out in four phases, including observation, intervention, application of activities, and data collection and analysis. The data collection method for the aforementioned research was carried out through the application of questionnaires to 10 students. The aforementioned experience report yielded numerous positive results focused on the development of students' skills and competencies, including participation, creativity, and critical thinking, thus demonstrating the great relevance of using active methodologies in the teaching of History.
Ausência de referenciais didáticos da história de Carauari-Am: baixa produção histórica escrita
(Universidade do Estado do Amazonas, 2026-05-12) Pereira, Josimar de Lima.; Maia, Glauciene Da Costa; http://lattes.cnpq.br/8380477801504751; Maia, Glauciene Da Costa; http://lattes.cnpq.br/8380477801504751; Ricardo, Sandro Araujo; http://lattes.cnpq.br/8513139674720312; Leite, Gilamar Girão Leite
This article is an account of an experience that addresses the scarcity of didactic resources on the local history of Carauari-Amazonas, highlighting the low level of historical production in public schools. The account was constructed from experiences during a supervised internship at the GM3 School, as part of the History degree program. Its purpose was to critically reflect on the teaching of local history in the state public school system. The general objective was to promote critical reflection on the absence of didactic materials on local history in the state public school system, as well as to identify historical content relevant to the community; to analyze methodologies used in the classroom; and to contribute to proposals that integrate cultural identity into teaching. The account showed that the devaluation of local history limits students' knowledge of their own cultural identity, resulting in learning disconnected from community reality, according to the results of a questionnaire administered to teachers at the school where the account was developed. The report concludes that including local history through written educational resources is essential for forming conscious citizens capable of valuing their cultural heritage and contributing to the social development of the region.
Tecnologia como ferramenta relevante no período pandêmico na educação de Carauari-AM
(Universidade do Estado do Amazonas, 2026-05-12) Rocha, José Rodrigo da Cunha; Maia, Glauciene Da Costa; http://lattes.cnpq.br/8380477801504751; Maia, Glauciene Da Costa; http://lattes.cnpq.br/8380477801504751; Leite, Gelson Girão; Quintino, Fernanda Pinto de Aragão; http://lattes.cnpq.br/7123068740517454
This research highlights the challenges faced by students and teachers with the abrupt transition to remote learning, exacerbated by socioeconomic inequalities and limited educational infrastructure. The main objective of this study was to analyze the impacts of remote learning in Carauari during the pandemic, with an emphasis on the use of Information and Communication Technologies (ICTs), and to identify the implications of this model for educational equity, learning quality, and the adaptation of teachers and students to this new scenario. The research was conducted using a qualitative and quantitative approach, combining document analysis, interviews with teachers and students, and data collection on the use of ICTs in the municipality. Data were collected on the implementation of pedagogical strategies, such as printed activities and WhatsApp groups, and the impact of these methodologies on student learning. The results reveal that, although remote learning was an important emergency solution, it was profoundly affected by inequality in access to ICTs, especially in rural areas. The lack of digital infrastructure and adequate training for students and teachers hindered full adaptation to the new teaching model. Furthermore, the use of printed materials and the limited use of technological platforms compromised the effectiveness of learning, especially in more peripheral areas. The study concludes that the use of ICTs was fundamental for the continuity of education during the pandemic, but it was not sufficient to guarantee educational equity. Deficient digital infrastructure and a lack of resources for the digital training of teachers and students exacerbated educational inequalities. The research suggests the implementation of public policies focused on digital inclusion and the continuous training of teachers, in order to promote a more equitable and accessible education for all.
Exclusão digital em tempos de pandemia: um estudo com alunos do 3º ano do ensino fundamental de uma escola da rede pública estadual da cidade de Parintins – AM
(Universidade do Estado do Amazonas, 2026-05-11) Rolim, Karina De Souza; Vasconcelos, Georgina Terezinha Brito de; http://lattes.cnpq.br/9048233991419879; Vasconcelos, Georgina Terezinha Brito de; http://lattes.cnpq.br/9048233991419879; Silva, Simone Souza; http://lattes.cnpq.br/5176094890954618; Batista Filho, Ágdo Reis; http://lattes.cnpq.br/1591965833803584
This work entitled Digital Exclusion in times of pandemic: a study with students in the 3rd year of Elementary School at a State Public School in the city of Parintins – Am, sought to investigate how digital exclusion arising from the Covid-19 pandemic influenced the process of teaching and learning for students at an elementary school in the city of Parintins – Am. This study was based on the need to reflect on the reality of children who did not have access to digital platforms where remote classes were taught. Supported by authors such as the World Health Organization (WHO),(2020), (Brasil, 2020a), Galvão (2003), Arruda (2020), who support the theoretical framework, this research is qualitative in nature with a phenomenological and the use of research techniques based on participant observation and interviews. The research site was a state elementary school and the subjects were 3 (three) students' parents, 2 (two) teachers and 3 (three) students in the 3rd year of elementary school. It is hoped that this research can contribute, through reflections and analyzes about digital exclusion in times of pandemic, as this phenomenon triggered a problem that had its origins during the pandemic period, a time when digital exclusion was very present. .