Submissões Recentes

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A construção das relações raciais a partir do colonialismo : uma análise de Moçambique na perspectiva de Marvin Harris.
(Universidade do Estado do Amazonas, 2025-03-20) Nhamuche, Alberto João.; Simonetti, Susy Rodrigues.; http://lattes.cnpq.br/3413430472638905; Silveira, Cristiane da.; http://lattes.cnpq.br/3005829475675010; Simonetti, Susy Rodrigues.; http://lattes.cnpq.br/3413430472638905; Silveira, Cristiane da.; http://lattes.cnpq.br/3005829475675010; Jesus, Edilza Laray de.; http://lattes.cnpq.br/3416993677349221; Vicente, José Gil.; http://lattes.cnpq.br/8293479624572875
Mozambique is a Portuguese-speaking country. Its Lusophony comes from its historical antecedents linked to the Portuguese colonization process, with significant implications for the sociocultural and linguistic transformation of its people. In this understanding, the objective of this research is to analyze the construction of racial relations from colonialism in Mozambique. Specifically, it aims to: problematize the perspective of the North American anthropologist, Marvin Harris (Harris, 2021); investigate colonial policy in Portuguese Africa in the years 1956 - 1957; dialogue Harris' perspective with the Statute of the Portuguese Indigenous People of Guinea, Angola and Mozambique, of 1954, being the legislative instrument in force during the period under study; and, questioning education as a process of symbolic oppression - led by Colonial Portugal - and its contribution to the construction of new traditions in Mozambique. From the critical, qualitative and reflective analysis of the information obtained through literature review and documentary research, I consider that the racial relations of colonialism were constructed through the conception of prejudiced, discriminatory and subalternizing socio-racial categories of people called black and their descendants. Still on the same path, the Statute in reference was a perverse political and legal instrument, maintaining the structures of colonial ideology [with indigenous people as an invention of white people], which banned African languages and devalued knowledge and practices created from traditional African cosmoperceptions, judging them to be rudimentary. The work ends with a critical look at the collateral reflections of colonial education, represented by the coloniality observed in the behavior inherited by the oppressed, therefore suggesting a break with this epistemology.
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Raízes em movimento: uma análise interdisciplinar sobre juventude e migração em Manaus.
(Universidade do Estado do Amazonas, 2025-03-28) Mendonça, Susane Alves Vieira de.; Ferreira, Lúcia Marina Puga.; http://lattes.cnpq.br/7019435613626489; Ferreira, Lúcia Marina Puga.; http://lattes.cnpq.br/7019435613626489; Souza, Carla Monteiro de.; http://lattes.cnpq.br/1172359927297691; Oliveira, Márcia Maria de.; http://lattes.cnpq.br/8199304840769363
This study explores the complex experience of young migrants in the capital of Amazonas, with a special focus on the role of education in the process of adapting and welcoming these young people. The research addresses issues related to the social insertion of migrant adolescents, the challenges faced in the educational sphere and the process of adaptation from the perspective of the migrants themselves. The theoretical basis of the research is supported by a comprehensive literature review that includes authors such as Bourdieu (2003), Moura (2022), Pires (2020,2022), Vitalle (2022), Hall (2006), Cuche (1999), Saussure (2006), Moscovici (2015), among others. These authors provide the necessary theoretical basis for understanding the processes of migration, identity, culture and social insertion. In addition, the personal experiences of the migrants involved in this study were included. Methodologically, this is a qualitative study with the case study as its main approach. The data collection instruments included observations, questionnaires and interviews with teachers, migrant students, some of their families and former students from the two public schools chosen as the locus of the research, which allowed for an in-depth analysis of the experiences and challenges faced by young migrants in their adaptation process. The first moment discusses the concept of youth and adolescence over time, including data on youth migration and the role of education in the insertion of migrants into a new community. An overview of youth migration in Manaus is presented, highlighting the challenges faced by young people when leaving their countries of origin and adapting to a new culture, customs and language. The second analyzes the phenomenon of migration and its social representations, highlighting multiculturalism, the dynamics of adaptation and cultural preservation. The challenges and invisible barriers are also analyzed, such as prejudice, stigma, socio-economic vulnerabilities, etc., and the importance of support networks during this process. Lastly, we highlight the experiences and life trajectories of young migrants and their families, taking into account the challenges, but also the contributions and benefits of insertion these young people into our society, showing the transformative role of education based on practices and initiatives aimed at inclusion, well-being and welcoming young migrants in the capital of the Amazon.
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O uso das mídias digitais no ensino de história: um relato de experiência a partir do estágio I
(Universidade do Estado do Amazonas, 2025-07-11) Paiva Junior, Abner Marcos Rodrigues; Magalhães, Hiana Rodrigues; http://lattes.cnpq.br/5072103055032476; Araújo, Giovani; Silva Junior, Assunção Corrêa
This research aims to present an experience report from Supervised Internship I, highlighting the use of digital media as a teaching tool in History teaching. The use of digital media in History teaching has proven to be an innovative and effective approach, as observed in the experience of Supervised Internship I. During this period, it was possible to explore various technological tools, such as interactive platforms that made historical content more accessible and engaging for students. The media, in addition to facilitating the understanding of complex topics, also helped bring students closer to historical sources and different perspectives, enriching their learning. For theoretical discussion, authors such as Ana Soares de Carvalho Duarte (2010), Eugenio Garin (1968), and Mary Jones de Moura (2009) were used, which were essential to the development of the research. As the methodology is an applied research proposal, all stages of the research were used at Professor Vicente Geraldo Mendonça Lima Elementary School, including lesson and topic planning, teaching, and the pedagogical action project, always following the guidelines of the theoretical classes taught by teachers in the classroom. Therefore, the inclusion of digital media in history teaching emerges as an innovative and necessary strategy to engage students, expand access to information, and provide a more dynamic and interactive approach to curricular content.
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Narrativas de professoras como tecelãs de palavras
(Universidade do Estado do Amazonas, 2025-04-14) Santos, Maria Mírian Pereira dos.; Silveira, Cristiane da.; http://lattes.cnpq.br/3005829475675010; Silveira, Cristiane da.; http://lattes.cnpq.br/3005829475675010; Jesus, Edilza Laray de.; http://lattes.cnpq.br/3416993677349221; Oliveira, Márcia Maria de.; http://lattes.cnpq.br/8199304840769363
This dissertation is the result of research that investigated the narratives of new Amazonian teachers, considering their trajectories, memories, and voices as central elements of empowerment and emancipation. Situated within the fields of the history and anthropology of education, the study engaged with authors such as Beauvoir (1970), Sartre (1999), Soihet (1989), Dias (1992), Bosi (1994), Saffioti (2004), Torres (2011, 2016), Nóvoa (1992), Gadotti (2011), Almeida (1998), and bell hooks (2017, 2020). The central objective was to understand how the experiences of these women, in their teaching careers, intertwined with the social and cultural dynamics of the Amazon. To achieve this, the research was based on the sensitive listening of their life stories, aiming to analyze how teaching was configured not only as a professional practice but also as a space of resistance and identity construction. Interviews conducted with teachers from the city of Tefé, in Amazonas, constituted the primary data source and were analyzed based on a temporal framework that encompassed their school, academic, and professional experiences. The results indicated that the trajectory of these educators was marked by historical and structural challenges, including gender inequalities, geographical displacements, and tensions between tradition and modernity. Furthermore, their testimonies revealed teaching as a space of social transformation, in which the teachers constructed and (re)signified their knowledge, acting as mediators between collective memory and the renewal of knowledge. Thus, by understanding these narratives as living records of these women’s actions, this dissertation proposed that valuing their stories and strengthening their voices are crucial to ensuring the permanence and recognition of education as a right and a tool of emancipation in the Amazon, contributing to the emergence of new Amazonian teachers.
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Bullying no ensino superior: a função social das instituições de Ensino Superior no enfrentamento à intimidação sistemática contra os estudantes em Manaus, Amazonas, Brasil (2024-2025).
(Universidade do Estado do Amazonas, 2025-05-07) Araújo, Igor Câmara de; Gomes, Fábio Alves; http://lattes.cnpq.br/9184770009860977; Lima, Neuton Alves de; Maia, António Alone; Mascaranhas, Suely Aparecida do Nascimento; Antônio, Miguel Casemiro
Systematic bullying (bullying) is a social phenomenon that has occurred in school environments at all levels. Considering art. 6 of Law No. 14,811, of January 12, 2024, which added art. 146-A, in Decree-Law No. 2,848, of December 7, 1940 (Penal Code), the practice of bullying is a crime in Brazil. Higher education institutions have a relevant social role in proposing measures to address this dilemma in their academic contexts, through educational mechanisms that ensure the safety of students in all its aspects. The dissertation deals with an extremely relevant topic that, in an interdisciplinary way, relates public safety, citizenship and human rights with the area of education with the objective of reporting the phenomenon of bullying in the context of higher education and describing how academic institutions, from the perspective of students, can address this dilemma that is of interest to society. The research problem is: What are the reasons that lead to the occurrence of bullying in higher education against students? To this end, the general objective is (i) to investigate how bullying occurs in the academic environment against students. The specific objectives are (a) to describe the importance of researching bullying in the academic context from the students' perspective; (b) to analyze students' perception of bullying; (c) to propose educational measures (final product) that can help in confronting bullying in higher education. The Dissertation was guided by the guiding question: Does systematic bullying occur in higher education? How can higher education institutions, from the student perspective, prevent the practice of bullying in the university space against students? The methodology used is the dialectical method combined with the historical-cultural theory and meta-epistemology of contexts, which allows us to follow a qualitative, quantitative and mixed approach. The type of research will be a case study, having as the locus of the research the Amazon region, city of Manaus, Amazonas, Brazil. The instrument used for data collection was the production of 2 (two) online questionnaires via Google Forms, with 16 (sixteen) open and closed questions, in order to collect empirical data in order to materialize the phenomenon in this reality through the final production of the research, which is the dissertation. The technique used for data analysis was descriptive interpretative data analysis and the content analysis technique in specific cases. Regarding the results, we point out the conclusion that bullying needs to be treated in the academic environment as a crime and that higher education institutions should promote educational policies (seminars, lectures, classes, among other activities) that can promote prevention and awareness among students so that they avoid practicing bullying in the academic environment or in any other social space. This investigation is linked to the line of research: Society, State, Culture and Public Security. Thematic area: Prejudice and violence in educational institutions; Psychosocial aspects of violence; Citizen security. Area of Concentration: Public Security, Citizenship and Human Rights at the Amazonas State University (UEA). It is also linked to the research line: Psychosocial Processes of the Postgraduate Program in Psychology at the Federal University of Amazonas (UFAM) and is integrated with the advisor's macroproject, which explores the subjective dimension of social phenomena. We hope to provoke critical and reflective reflections on the topic and that other research can be developed on the subject by Amazonian researchers in the context of the State of Amazonas, at a Brazilian and international level, considering public policies for the internationalization of scientific research.