This research has as its main object of study the monitorship in the initial training of physical education teachers, especially in the Physical Education Course of the University of the Para’s State (CEDF/UEPA). The study deals with the objectives of monitoring in UEPA for undergraduate courses, according to Resolution No. 2808/15 and dialogues with the Political Pedagogical Project of the Course of Physical Education project of 2008, considering the training and professional practice of teachers who have graduated from the monitoring program and scholarship recipients, focusing on teaching and learning practices that they still had as monitors and the contributions they played in their professional careers. It characterizes the academic and professional implications that result in contributions of the monitoring program for the construction of teaching practice, and of knowledge that contribute to the creation of teaching identity as a teacher trainer in physical education. It analyzes research in the field of tutoring as an integral part of the initial training process and identifies that it is still scarce in the educational environment. It justifies the research in demonstrating the implications of academic and professional order improved with the participation in the UEPA's monitoring program. The methodology consists of a dialectical study, with symbolic interactionism as a research method and the field research type, in the criticalinterpretative study modality. It develops in writing the study of the knowledge of the object monitoring and initial teacher training; application and treatment of the dialogical interview with dialogues through the conversation wheel; criticalinterpretative analysis of the codified data - symbolic meanings - and appreciates the data gathered from the concepts and ideas of the authors about the field of study. The locus of the research is the CEDF/UEPA and the research participants are the graduate monitors. As an instrument of data collection, the questionnaire was sent to one hundred and seventy-four graduates of the course, where twenty-eight teachers and professors answered, in a dialogical conversation circle via the Google Meet platform, six subjects agreed to participate. It does data reduction with the coding of words, terms, and events organized in frames of meaning. The result shows that monitoring is important for professional development, however, it is not fully exercised by all supervising teachers of the monitoring program in the course, and that there is no possibility of monitoring fundamental subjects in the curriculum, due to the absence of teachers that are adept at this practice.

Popular education is configured as a modality of education that serves the popular cause and is carried out by the people and with the people, that is, it expresses the struggles of the working class for a transforming, liberating and emancipatory education. The history of Popular Education in the municipality of Altamira, state of Pará, is directly linked to the history of social movements that emerged in the 1970 and gained new configurations soon after the new economic and social situations generated from the implementation of the Belo Monte Hydroelectric Power Plant. The working class of Altamira was exposed to various environmental, social and economic problems. In view of this, the present study aimed to analyze the educational process developed at the Casa de Educação Popular (CEP) in the municipality of Altamira-PA, in one of its fronts, the Popular Course, as well as their impacts on the working class served. The research had a qualitative approach and is characterized, methodologically, as a case study. We used as instruments for the construction of the research corpus: the documentary survey, field research, participant observation and semi-structured interviews. The interviews were carried out from June to August 2021. 15 interviews were carried out with the following subjects: (i) Students; (ii) Professors; (iii) Coordinators and (iv) Leaders of Social Movements. From the results obtained, the importance of CEP fronts in the region was evident, above all, the importance of the Popular Course in the lives of the students served. With its innovative theoreticalmethodological perspective based on the principles Liberating Education of Paulo Freire, the Popular Course had several positive results during its more than ten years working in the education of young people and adults in this municipality. The importance of Popular Education in the municipality of Altamira, in a context of social vulnerability, had an incisive participation in the daily lives of the individuals involved in the movement, making it clear that the Popular Course was not only responsible for the approval of a large part of the poorest students in the city in public universities and private, but it also had an impact on teaching citizenship and politics to the working class in the municipality

The present study entitled “Teacher Training: how the research teacher in music is being formed” deals with the figure of the Research Professor in Music, as well as his training based on an investigation carried out in the Full Degree in Music course at UEPA (State University of Pará), Campus I located in Belém. Thus, based on the problem raised, the study has as its central question: How is the training of the Music Teacher in the Full Degree in Music course at UEPA/CCSE, and what are the contributions of this training to the engagement of students in research? And as guiding questions: How is training in the Degree in Music at UEPA/CCSE directed towards research and actually develops, in students, a researcher teacher profile? Is the concept of Professor Researcher and the idea of acting on this perspective consolidating in the training of students of the degree course in Music at UEPA/CCSE? With the general objective of analyzing how the Degree in Music course at the University of the State of Pará, on Campus I, in Belém, has cooperated in the training of teachers who make use of research in their teaching practice. It is research with a qualitative approach, and has as contribution the base authors Gatti (2019) and Demo (2012). The results showed that the Music course, through the collaboration of teachers and coordination, has sought to advance in what is necessary for the profile of the music educator, as well as to prepare its students through engagement in activities, disciplines and programs that are research-oriented. It can be concluded that there are several ways in which an undergraduate course, and more specifically a teaching degree, can contribute to the training of professors who are research professors, but what will really make all the difference is whether these opportunities are actually being offered and if so, in what way, and also, if the students have an understanding of the importance of taking advantage of these opportunities to guarantee a complete formation and that ensures an effective teaching practice that generates good results.

The objective of this study is to analyze the child and childhood through the perception of children in a school on the island of Cotijuba-PA, in the context of their experiences in early childhood education. As a research object, we have the child and childhood in the rural early childhood education school. The problem consists in knowing how children experience and perceive childhood, school and early childhood education in the countryside? The theoretical methodological procedures proposed have the Dialectical Historical Materialist approach as a scientific method with emphasis on Vygotsky's Historical-Cultural perspective - the research method is dynamic-causal, discussed by Delari Júnior (2015) in Questions of method in Lev Vigotski, whose approach is qualitative. In order to understand the locus of the research, we used photographs and an unstructured interview with a resident of the island. The research participants are 20 children aged between 4 and 6 years, from two multigrade classes of early childhood education from two pedagogical units, Flexeira and Seringal, belonging to the Fundação Escola Bosque Professor Eidorfe Moreira, located on the island of Cotijuba-PA. As a data collection instrument, we used participant observation, the conversation wheel and the commented drawing; for that, ethical precautions were adopted, data analysis, pervade an analytical category and five units of analysis. The main results of the study show us children who understand themselves as children, realize their importance to society, feel respected by their teachers and have the conscience to give meaning and creatively re-elaborate the cultural instruments with which they live together; which demonstrates seriousness in reflecting on educational practices that consider the specificities of children in their childhood, in early childhood education in the countryside.

La presente investigación parte de la siguiente problemática: ¿cuáles son las percepciones y vivencias de los/as alumnos/as con discapacidad y de sus familiares sobre la inclusión escolar en la EJA? De ese modo, el objetivo general fue el de analizar las percepciones y las vivencias de los/as alumnos/as con discapacidad y de sus familiares sobre la inclusión en la EJA. La investigación se orientó hacia estos objetivos específicos: describir cómo sucede la organización para la inclusión del/la alumno/a con discapacidad en la Escuela Flores; averiguar las percepciones de los/as alumnos/as y de sus familiares sobre la inclusión escolar de los/as alumnos/as con discapacidad; conocer las vivencias y las percepciones de los/as alumnos/as sobre las clases desarrolladas por los/as profesores/as; evidenciar los avances y los desafíos percibidos por los/as alumnos/as con discapacidad y por sus familiares. Este estudio es de enfoque cualitativo, basado en la fenomenología social (SCHUTZ, 1979) y en el estudio de caso (LÜDKE; ANDRÉ, 1986). El loco de la investigación es una escuela regular que ofrece la modalidad de la Educación de Jóvenes y Adultos (EJA), ubicada en el municipio de Belém, y adopta como procedimientos metodológicos la observación in loco y la entrevista semiestructurada. Los sujetos de la investigación fueron: los/as alumnos/as con discapacidad y sus familiares. Los datos de esta investigación fueron colectados por medio de la categorización de análisis de contenido de Bardin (1977). Como aportes teóricos fueron utilizados: Araújo (2007), Márquez y Godoy (2020) y Haddad y Di Pierro (2000), Fernandes (2013), Mazzotta (2005), Jannuzzi (2012), Sassaki (2020), Mantoan (2003), Ferreira (2006a; 2006b; 2009). También se recurrió a las legislaciones nacionales: las Leyes de Directrices y Bases de la Educación Nacional (1961; 1971; 1996) y a la Ley Brasileña de Inclusión de la Persona con Discapacidad. Algunos resultados alcanzados fueron: al trazar los perfiles de los/as estudiantes, verificamos que eran jóvenes y adultos, cuyo rango etario varía de 15 a 48 años, los cuales, en sus trayectorias escolares, fueron excluidos de la educación regular. De esta forma, sus familiares buscan en la EJA la oportunidad de escolarización y socialización para sus hijos. En cuanto a los desafíos identificados por los/as participantes, ellos estaban relacionados al prejuicio de los/as alumnos/as sin discapacidad y a la ausencia de prácticas inclusivas por parte de algunos profesores/as. Durante las observaciones, constatamos que estos desafíos están relacionados con las clases basadas en el método tradicional. A pesar de los desafíos, los/as participantes identificaron avances en el aprendizaje de los/as educandos/as con discapacidad tras la inscripción en la institución, tales como: avances en la lectura, escritura, socialización, comunicación y también motivación para la asistencia escolar, pues había en la Escuela Flores profesionales que realizaban clases que consideraban las necesidades y las habilidades de los/as estudiantes de la EJA.

This text is the result of research whose problem was to verify how pedagogical practices are affected by the understanding of gender relations by physical education teachers? Pointing out the need to answer this question, the general objective was to understand how gender relations are present in the school pedagogical practices of high school physical education teachers. In addition, the specific objectives sought to analyze how the interviewed teachers understand gender relations, compare the experiences of the interviewed teachers' school period with their current physical education classes; and, discuss how teachers' strategies for the inclusion of gender in their classes take place. To achieve and respond to these objectives, qualitative research was used with an approach in the social phenomenology of Alfred Schutz (1979), the narrative interview of Fritz Schutze (2013) as a data collection instrument, in addition to the documentary method of interpretation developed by Mannheim (1964) and adapted by Bohnsack and Weller (2013) to understand the meanings and senses used in the speeches of six Physical Education teachers interviewed, working in high school in public, private or confessional schools in the city of Belém - Pa. The results showed the teachers' lack of understanding about gender relations, leading to the understanding that the lack of information on the part of the teachers is a determining factor for the organization of their classes, which may affect the participation, especially of girls, in bodily practices. Respondents believe that there are no specific body practices for girls or boys, but demonstrate that, at certain times, they use gender as a dividing factor for the composition and organization of classes.

This research is attached to the Postgraduate Program, Master in Education studies, of the State University of Pará, in the line of research on Cultural Knowledge and Education in Amazon. The social phenomenon studied regards cultural knowledge as learning practices and knowledge circulation in territories of the riverside traditional communities of Céu and Caju-Una, located in the insular region of Marajó. Its assumption is that artisanal fishing ontologically founded as work experience and in local practical knowledge guarantees the production of human existence and development. It is guided by the following issue: In what ways has artisanal fishing work contributed for the realization of learning practices, construction and circulation of knowledge among territories of the riverside traditional communities of Céu and Caju-Una? It seeks to analyze the contribution of the artisanal fishing for the realization of learning practices, construction and circulation of knowledge among territories of the riverside traditional communities of Céu and Caju-Una. It is methodologically built according to qualitative approach, performed by means of field research, under use of procedures from ethnography and oral history, and for data production and analysis, participant observation, semi structured interviews, and photographs. It is epistemologically grounded on theoretical contributions aimed at categories as territory/territoriality; work experience; cultural knowledge/experience; learning spaces; traditional peoples and communities; and artisanal fishing; to which the main references were Haesbaert, Medeiros, Floriani, Silva, Bondía, Diegues, Furtado, Brandão, Freire, among others. Referenced by the plurality of knowledge produced on the artisanal fishing work experiences, the knowledges that guide the fishing pedagogy were mapped: knowing the sea, the river, the mangrove, and the beach; knowing how to make their instruments; knowing about the techniques; knowing the fish. Thus, it was found that through the circulation of those knowledges in formal and informal spaces, learning practices occur socially, ecologically, affectively and through the experience on the interaction between human beings and local environment.

This study addresses the personal and professional life story of Maria do Monte Serrat Carvalho Quaresma, a black woman, writer, teacher and poet. Serrat was born on January 18, 1937, in the city of Abaetetuba/Pa, located in the Baixo Tocantins region. The research was developed in the Postgraduate Program in Education at the State University of Pará, in the Cultural Knowledge and Education in the Amazon Line and in the History of Education in the Amazon Group, History of Educational, Intellectual and Printed Institutions line. The general objective of the research is to analyze the personal and professional trajectory of Maria do Monte Serrat, in the years 1940-1970; and as specific, outline the social and cultural profile of Maria do Monte Serrat; map knowledge and practices experienced by Serrat; characterize your teaching practice at the Basílio de Carvalho School Group. This is a documentary research that has as its object and sources three works by Maria do Monte Serrat “The mother of stubbornness and the desire to be” (2012), “From the middle of the people – our story in life lessons” (2005 ) and “Dreaming a fairer world generated in the light of love” (2012); documents available at the Our Lady of the Angels Institute bb(reports, bulletins, individual form and diploma) and oral narratives from five subjects who lived with Monte Serrat in different social spaces. Monte Serrat's childhood and adolescence was marked by social inequalities, prejudice and resistance. Even in the face of difficulties, she did not give up on her “desire to be”: to train as a teacher. A singular figure of strong social representation, who influenced not only his writings, but also his work in different educational spheres. She was a teacher, poet, writer and religious educator, developing an innovative teaching practice at the time, possibly influenced by New School ideas, as she took students' interests into account and proposed practical teaching to facilitate learning. In the works analyzed, Monte Serrat's intimate relationship with nature is noticeable - in the exaltation of rivers and forests - and devotion to God, however, his productions do not only deal with his personal experience, they also highlight a certain society, with their educational practices, environmental knowledge, customs and sociocultural manifestations. This study makes significant contributions to the Field of History of Education, especially to the history of women's education.

RAYOL, Luiz Augusto de Moraes. A WEB PLATFORM FOR TEACHING PORTUGUESE TO THE DEAF AS A SECOND LANGUAGE. (Masters dissertation). University of the State of Pará. Belém, 2023. This work presents the results of research on learning Portuguese as a second language for deaf people, whose main objective is to create a web platform for deaf people to check their writing errors in Portuguese and obtain text correction in real time. . The methodological approach was field research and development included the following phases: Theoretical Framework, Development of the tool, Application of the tool, Review of the tool, Data collection, Analysis of results, Preparation of texts and Dissemination. The instrument used for data collection was a form and the practical use of the web platform at IONESB (Instituto Nossa Senhora do Brasil) in Brasília – DF. The data analysis highlighted the difficulties of deaf people in learning Portuguese as a second language, the specific needs that deaf people have to stay focused, the difficulties of everyday life in society and that it is possible through technology to reduce the distance between correct text and repetitive errors in writing Portuguese by deaf people.

Special Education and Rural Education are modalities faced with enormous challenges. Research indicates a growth in academic discussions about the interfaces of Special Education and Rural Education, however, this growth still occurs in a timid way, especially when we deal with the different fields located in the State of Pará. Considering the importance of making these realities visible, this study aims to answer the following question: what the policies present, socio-educational indicators and scientific productions on Special Rural Education in the State of Pará? In this sense, the research aims to understand Special Rural Education in its political dimensions, socio-educational and scientific indicators in the State of Pará. It is important to highlight that this research is an excerpt from the macroproject entitled “Special Education and Education in/in the Countryside: Interfaces, Policies and Socioeducational Indicators” , which is linked to the Special Rural Education Network, a research group created in 2020 that involves several researchers from different regions of the country. The study methodology consists of documentary and bibliographical research, involving bibliographical research referring to theses and dissertations, documentary and socio-educational data survey, where there was a collection of material accompanied by analyzes through literature review, document analysis and systematization of literature graphs and tables. The results demonstrate that: regarding normative political documents, the State of Pará still leaves something to be desired, as documents dealing with the interfaces of the two modalities were not found, discussions only occur in isolation and are not sufficient to guarantee the implementation of policies that guarantee access and maintenance conditions for the rural public and Special Education in schools in an inclusive and quality manner. In socio-educational data collected at the Brazilian Institute of Geography and Statistics - IBGE through the IBGE Automatic Recovery System - SIDRA, we identified 66,458 people with disabilities in rural areas in the State of Pará aged between zero and seventeen years, of these, the largest number of disability is visual, and the age group that presents the most disabilities is between ten and fourteen years old. As for the data analyzed in the Technical Summary of the School Census (2022), it does not provide information that considers students with disabilities in rural areas, that is, the Special Education and Rural Education interfaces are invisible in that Summary, but it highlights that the The number of students with disabilities is growing in schools. Regarding scientific productions, nine productions were located that discuss this topic specifically in the State of Pará, we consider this number to be reduced compared to all the scientific productions already defended in the State in Postgraduate Programs related to Education, mainly within the scope of the doctorate, because of this quantity, one production is a thesis and eight are dissertations, and the results of the majority of these researches demonstrate the various absences that negatively interfere in the teaching and learning process of students with disabilities who reside in the countryside. Therefore, we hope that this study can make these rural realities visible and contribute to strengthening debates that seek to guarantee the rights of students with disabilities who live in the countryside

The purpose of this study is to analyze the thesis object titled From Prison to Education: conceptions about childhood, “minor”, crime and institutions in Belém do Pará (1890- 1910), within the archives: Amazonian Memory Center (Centro de Memória da Amazônia, CMA) and the Public Archive of the State of Pará (Arquivo Público do Estado do Pará, APEP). In this endeavor, we used the following judicial sources: the court files of Maria Magdalena de Lima, where we find the records of her sentencing for disorderly conduct/vagrancy and prostitution, in 1905, which signs the education model applied to low-income childhood during the First Republic; and the incident records from the Public Jail of São José, which indicates the prison transferring of men, women and children in that space, with important epistemological clues for constructing knowledge on the History of Education of Pará. Following a sociocultural and socioeducational analysis of these “minors” in the Republican society of Pará, with court cases and incident records from the Public Jail of São José, to where many were sent by court order under charges of criminality and prostitution. It was identified that the role of such institution and of the State's ideological instruments was that of promoting discipline and incarceration in order to contain behaviors considered to be outside the standards of civility, as well as of professional training, all in view of what was projected for the modern Belém. Therefore, a false impression was created that the imprisonment of those “minors” would be the initial solution for the issues of criminality and prostitution, as the criminal code from 1890 had established that, once convicted in court, they should be sent to disciplinary institutions which provided learning of good conduct and professional instruction.

The research resorts to the universe of early childhood education in the countryside, in the context of a multigrade class, to extract the cultural and creative actions of boys and girls in educational practice in a multigrade space-time. The interest in research arises from my immersion in this context when I carried out my master's research in 2016. Many voices of teachers reverberated the attention given to elementary school children to the detriment of early childhood education. This was the reason for entering into the multigrade context to launch the research problem of the thesis: How do early childhood education children from the field of multigrade classes in the context of the Tracuateu Amazon experience, culturally and creatively, the educational practice in time and space of the multigrade? In order to analyze the voices of preschool children from the field of multigrade classes about their cultural and creative experiences in educational practice in collective time and space, we launched the following specific objectives: to identify, from the perspective of preschool children, the educational practices they share in the time and space of multigrade classes; investigate the role of preschool children as social and rights actors in the time and space of multigrade classes; to describe, through interpretive analyses, the cultural and creative actions of children in kindergarten in the countryside in the educational practice of the time and space of the multigrade. Therefore, we place the research based on the educational socio-historical perspective, an ethnographic case study that follows ethical precepts of research with children, incorporating observation, the production of oralized drawings, context photography with interpretation of children as research techniques. accessible to this generational group. In addition, we bring the voices of two teachers and the pedagogical coordinator to understand the organization of this multi time and space. The theoretical contribution is based on theoretical categories, the Sociology of Childhood conceptualizing childhood as a historical-social, generational and permanent category, with children as its subjects (QVORTRUP, 2010; PROUT, 2010; CORSARO, 2011; SARMENTO, 2011) ; the rural education that unites it with the level of childhood, which is configured as that which occurs in conjunction with the materiality of concrete life (CALDART, 2009; OLIVEIRA; FRANÇA; SANTOS, 2011; SILVA; PASUCH, 2010; HAGE; REIS , 2018). These authors allow us to support the thesis that children in kindergarten in the context of multigrade classes creatively and inventively re-elaborate, create and reinvent educational practices in the times and spaces in which they are inserted, producing them, reconstructing them and resignifying them. . The concept of interpretive reproduction comprises what Corsaro (2011) designates as the inclusion of innovative and creative elements of children in peer culture to reframe the adult world and meet their specificities. The results point out that children share different times, spaces and knowledge, incorporated in peer cultures. They build positive relationships with older children, who are learning, playing and sharing partners, in such a way that the multigrade field school is a place for interaction, creation and sociability.

This work presents the results of an experimental study that analyzed the impacts of the teaching-learning process in mathematics through experimental activities on the change in emotions and attitudes towards school mathematics. For this purpose, the principles of Activity Theory and a methodological approach based on Teaching Mathematics through Experimental Activities were adopted. The research instruments included Likert-scale questionnaires to assess emotions and attitudes, a socioeducational questionnaire, class diaries, and interviews. The research was conducted with 31 students from the 9th grade of elementary school in a state school in the metropolitan region of Belém, Pará. These students were part of a class identified with the worst indicators of emotions and attitudes towards mathematics, according to the initial survey of this school. The analysis of the results, carried out both quantitatively and qualitatively, indicated an overall positive change of approximately 11% in the scale of emotions. As for changes in attitudes, we obtained an overall positive change of approximately 5% on this scale when comparing initial and final results. Regarding emotions associated with mathematics, we observed an increase in the feeling of pleasure towards this discipline, accompanied by a reduction in negative emotions of anxiety, shame, and anger. As for the emotion of pride, we noticed a slight improvement, although without significant changes. When analyzing attitudes towards mathematics, when separating statements into positive and negative categories, we observed that statements associated with negative attitudes towards mathematics obtained more favorable results compared to statements related to positive attitudes. The main changes occurred in the behaviors and dynamics of mathematics classes, with a more active and consistent participation of students over time, reflecting a greater interest and understanding of the content covered. Furthermore, there was an increase in students' motivation, resulting in more effective collaboration among groups and a more accurate resolution of proposed activities. Given this, we present the Thesis that Teaching Mathematics through Experimental Activities, by providing shared protagonism, dialogicity, and the formation of reflective thinking, positively favors the change of negative attitudes towards school mathematics. Finally, suggestions are offered to teachers seeking to promote positive attitudes and improve emotions related to the teaching and learning of mathematics.

The investigated theme deals with the teaching of physical education and autism spectrum disorder. The object of study is the teaching practices in Physical Education in the inclusive context, of students with ASD, in a state public school in the District of Icoaraci in the city of Belém/PA. It analyzes the teaching practice of Physical Education teachers who serve students with Autism Spectrum Disorder (ASD) in the school environment, in view of the concept of Inclusion, and for that, it elects three specific objectives: I- identify official proposals for action and execution activities aimed at Inclusive Education; II- characterize the content of the classes, as well as the theoretical support and practices developed in Physical Education classes with students with autism in the Public Education Network and III- raise the theoretical production on the inclusion of students with autism in regular Physical Education classes . The study categories are based on the theoretical framework of Silva (2015; 2016) and Chicon (2011), who discuss the practice of the Physical Education teacher, the interlocutors Orrú (2017), Mantoan (2011, 2015) and Oliveira (2005) that deal with the inclusion of people with disabilities in the education network, among other official documents that guide the public education system with TEA students. It uses as interdependent methodological steps, the bibliographic and field study, for data collection, the semi-structured interview technique and for the analysis of captured messages, the content analysis method, according to Bardin (1977). In the midst of the pandemic, three Physical Education teachers, after agreeing to the Free and Informed Consent Term, participated through virtual means, as informants. As a result, theoretical and methodological weaknesses were found in teaching practices, produced by the challenges and limits that the student with ASD represents for the physical education teacher, although they have expressed a sensitivity to welcome ASD students and to seek strategies to conduct their classes. in inclusive pedagogy.

The general objective of this work is to analyze the alphabetization and literacy conceptions of alphabetization teachers, relating these conceptions to their pedagogical practices. For this, we sought to identify the alphabetization and literacy conceptions of the referred teachers, verifying how these conceptions are incorporated by them in the teaching process; to elaborate the profile of alphabetization teachers, based on theoretical reflections on the subject of study and to investigate how alphabetization teachers at the school locus of this study work on alphabetization and literacy. The research, with a qualitative and descriptive approach, was carried out in a peripheral school in the early years of Elementary School in the municipality of Vitória do Xingu, PÁ, in the interior of the Amazon. The participants of this investigation were 16 alphabetization teachers who teach in first and second year classes (alphabetization cycle). For the production of data, in addition to the literature review, documental analysis of the school's pedagogical proposal and activity notebooks prepared by the participating teachers and semi-structured interviews were carried out. The theoretical-methodological assumptions were based on studies by Soares (1985, 2002, 2004, 2017, 2018, 2021), Street (2006, 2014), Kleiman (2007, 2008, 2010), Bakhtin (2016), Morais (2012), 2019), Morttati (2004, 2006), Ferreiro and Teberosky (1999), Frigotto (1989), Minayo (2007) and their interlocutors. The results of the investigation indicated that there are many reductionisms, conflicts, contradictions and fragmentations in the understanding among alphabetization teachers in relation to the conceptions and practices of alphabetization and literacy in the investigated context, with emphasis on the mechanical learning activities of the alphabetic writing system to the detriment of literacy activities, the latter being almost absent in the responses of the alphabetization teachers and in the activity notebooks analyzed. It was also found that conceptions of alphabetization and literacy, related to a traditional conception of alphabetization, have negative implications for pedagogical practices and make activities aimed at a conception of alphabetization closer to what has been discussed, on the subject under study, unfeasible. In the current academic and educational debate, which aims to guarantee a more complete, creative, integral and meaningful alphabetization process for all Brazilian children; in addition to the impossibility of an organic, transformative and emancipatory education focused on knowledge and social practices.

This research has its study context the Antonio Fausto da Trindade School, located in the Quilombola Community Santo Antônio-Pará. It characterizes how pedagogical practices trigger the knowledge of quilombola subjects and whether they have contributed to the organization and sociocultural self-affirmation of the community. The research was organized from a qualitative approach, focusing on the Critical History method. The research subjects are 06 (six) teachers and 07 (seven) subjects who live in the community. As methodological support, it uses semi-structured interviews, informal conversations, home visits, analysis of pedagogical documents (the School's Political Pedagogical Project, the Teaching Plan, the Activity Book, the Curricular Guidelines and the Ethnic-Racial Legislation). As a theoretical contribution, it basically uses Arroyo (2012), Candau (2008; 2009; 2012), Flick (2009), Freire (1974; 1983; 1987; 2013), Lopes (1987); Munanga (2006; 2015), Quijano (2005), Rezende (2011), Santos (2006; 2010). The text is divided as follows: introduction, section I, section II and section III. In the introduction, it presents the problem, object, objectives and methodology of the research, in section I, the Political Pedagogical Project of the school is analyzed, and dialogues with the sociocultural reality of the quilombola community, based on an epistemological dialogue. Section II points out if there are pedagogical activities based on the sociocultural knowledge of the quilombola community, in section III, it analyzes how the pedagogical practices of the school are characterized. As a result, it observes that the pedagogical practices have not been contemplating the knowledge of the quilombola community, since they do not dialogue with pedagogical elements of quilombola education. The conclusion indicates that the pedagogical practices of the Antônio Fausto da Trindade school have not significantly activated the knowledge of the students of the quilombola community, through the application of the contents.

Esta investigación realiza un estudio sobre la experiencia de Educación Popular denominada Curso Popular TF Livre y centra su análisis en los impactos y repercusiones de sus actividades en el territorio, a partir de la pregunta: ¿cómo la experiencia del Curso Popular TF Livre, basada en los principios de la Educación Popular, viene contribuyendo a la construcción de una conciencia crítica y a la movilización de los sujetos sociales alcanzados por sus actividades? El objetivo general es investigar cómo la experiencia del Curso TF Livre Popular, basado en los principios de la Educación Popular, viene contribuyendo a la construcción de una conciencia crítica y a la movilización de los sujetos sociales alcanzados por su acción. Los objetivos específicos son Reconstruir el curso histórico de la experiencia del Curso Popular TF Livre; Analizar cómo se desarrollan las acciones del Curso Popular TF Livre y cuáles son sus fundamentos teóricos y metodológicos; Conocer los impactos o repercusiones socioculturales y político-pedagógicas que genera la experiencia del TF Livre en el barrio Terra Firme con los sujetos sociales participantes en el proyecto. Los fundamentos teóricos pasan por la perspectiva de la Educación Popular de Liberación en las atribuciones de sentidos hechas por Paulo Freire, esencialmente, y por otros autores a lo largo de su desarrollo en América Latina y en el mundo, así como desde la perspectiva del surgimiento de cursinhos populares que se basan en esta concepción y se establecen como campos fértiles de prácticas de educación popular. El abordaje metodológico se caracteriza por ser una investigación cualitativa, basada en la perspectiva del Materialismo Histórico y Dialéctico y que busca inscribirse en el campo de las modalidades investigativas críticas desarrolladas dentro de estas respectivas prácticas, a saber: la Investigación-Acción Participativa y la Sistematización de Experiencias. Los resultados elucidan que el trabajo de la TF Livre impacta directamente en la construcción de una conciencia crítica de los educadores y en la movilización de cada uno a favor de la transformación de la realidad social que los rodea. Las consideraciones finales son el momento de reflexionar sobre los resultados y la necesidad de continuidad y ampliación de los estudios en este ámbito.

The present research proposal deals with the Social Representation of teachers about children’s play and their playful culture in the early grades of elementary school, their images and meanings in educational practices. It is linked to the Postgraduate Program in Education (Master’s Degree), of the Pará State University (UEPA), in the research line Cultural Knowledge and Education in Amazon. The methodological approach is the scientific method of dynamic and procedural Social Representations (MOSCOVICI, 2015; JODELET, 2001, 2005). It is characterized as a field research, of qualitative approach. Its main objective is to analyze the social representations of teachers in the early grades of elementary school concerning the children’s play and their playful culture, their images and meanings in educational practices. The research locus was a public school of the state education system, located in the city of Belém-PA. The participants of the research were four teachers of the early grades of elementary school, from 1st to 2nd grades/9, and a pedagogical coordinator. The methodological procedures for data production were a bibliographic survey and semistructured interviews with the participants. The treatment and analysis of the material were carried out through Content Analysis of Bardin (1977), to complete the categorization process of Oliveira and Mota Neto (2011). Considering the totality of the theoretical framework addressed, the results of the analysis of the teachers’ Social Representation about children’s play and the relationships with their playful culture point to the presence of a conception of play as an auxiliary method for learning, development and transmission of values in the educational and pedagogical practices. This conception appears as an answer to the new status of children as social actors and their play as an experience of culture. To approach the new, it is grounded in references of pre-existing meanings, of theoretical and methodological models historically constituted in the education field. Facing this challenge, they start from previous knowledge of playing under the directed significant from the pedagogy of artifice, whose didactic principle intends an educational environment, which under objectified playful forms, metaphorizes the children’s play for pedagogical and educational purposes. This model of practice, at the interface between play and children’s education, is projected considering a social image of homogeneous and universal childhood, and the child is idealized, under universalizing theoretical models. However, in another layer and branch of Social Representation in its representative activity, under the same shared meaning of the didactic artifice in the playful forms, the participants’ positions are differentiated. It has to do with the individualization, in what concerns the relations between experience and social representations, as to how they experience the situations, in what affects the subjectivity, facing the daily challenges in the relationship with children and the playful form of their childhood cultures. These are ways experienced in gradations and modulations, implied in meanings and processes, which seem to mark in their effects an important symbolic space of potential approach and dialog with children and their playful culture.

This research has as theme the inclusive education and methodology for adapted sports. The study object is the pedagogical practice of the Physical Education Teacher as a sports coach in adapted basketball. The general purpose is to analyze the methodological organization of the pedagogical practice of the Physical Education teacher who works with Wheelchair basketball to verify the mediation category in training with the indication of an Individualized Teaching Plan and three specific goals: to present the Individualized Teaching Plan to understand at what point in the teaching process its methodological application is indicated; survey the pedagogical practices used by the wheelchair basketball teacher to locate individual and collective teaching and training; locate the existence of mediating attitudes to know if the teacher uses inclusion actions. The authors in the theoretical reference are: Glat; Vianna and Redig (2012), Tannús-Valadão (2010), Munster; Lieberman; Samalot-Rivera; Houston-Wilson (2014), Teixeira (2006), Freitas (1977), Castellano and Araújo (2013), Vigotsky (1934), Freire (2015); (1992). The methodology used is a field study and for data collection the semi-structured interview and observation, with appropriation of the Vigotsky's method of materialistic theories and cultural historical psychology. The inclusion criteria in the research were: being a Physical Education teacher, working with adapted sports, wheelchair basketball in Belém do Pará, sign the Informed Consent Form, and the study locus was the Clube All Star Rodas. The text presents three sessions: I Individualized teaching plan and the pedagogical practice of the wheelchair basketball teacher; II The physical education teacher's work with adapted sports; III Mediation as a category for inclusion. It is concluded that the methodological organization of the BCR teacher has as objective the individual and collective work with athletes to respect and meet the specificities of different disabilities. It identifies the benefits that sport provides for practitioners, such as agility, strength, balance, reasoning, attention, improved perception, spatio-temporal notion, socialization, competitive spirit, improved self-esteem, autonomy, independence, and highlights the way the teacher treats students with attitudes of sensitivity and dialogue, develops the inclusion of 120 athletes with different disabilities, it is also noted, during data collection, the transformation of individual and collective behavior and responsibility. Therefore, the study contributes to the field of Education, Adapted Physical Education and Adapted Sport, by analyzing the practice of the BCR teacher, highlighting humanist concepts and the inclusive approach and indicating didactic-pedagogical procedures focused on inclusion, individualized teaching and collective work, which are considered the creation and experimentation and not just movement reproduction, and the development of social, cultural and psychological aspects of groups of people with disabilities.

This research deals with literary and non-literary literacy practices of students from the State School of Elementary and High School Our Lady of Guadeloupe, located in the city of Belém-PA. From a qualitative approach, we intend to answer the following guiding questions: What literacy and literacy practices are present in the school routine of 9th grade students of regular elementary school and the Mundiar Project? Do these students' literary literacy practices differ? The general objective was to investigate the reading practices in the school daily life of students of the 9th grade of Elementary School and the Mundiar Project. The specific objectives are: to identify the literacy practices present in the school routine; to highlight the literary or non-literary literacy practices of these students. The school selected for the research site is located in the Tapanã neighborhood, which is one of the neighborhoods in the Icoaraci district. The subjects of this research were 5 (five) students from the 9th grade of elementary school and 5 (five) from the Mundiar Project. As data production instruments, a questionnaire with open and closed questions was applied, observations were made and students were also asked to produce a text. The data produced were analyzed according to the statements of Bakhtin (2017) and the theoretical contributions of Street (2014). The results presented in this essay indicate that the work with reading must perceive aspects that value much more than the act of decoding the writing, since reading is understanding beyond it. Reading is above all a process of understanding that simultaneously mobilizes an articulated system of skills and knowledge to form a communicative competence in the citizen, which can be based on the graphic or visual register, or of another nature, be it a verbal message or non-verbal, which means that everything that can be said can be written, drawn, photographed, that is, be expressed in various other media, and there are countless possibilities for reading, of this diversity of media that permeates the school, which configures it as a privileged space for literacy.

This study addresses the theme of the internship, a mandatory curricular component in teacher training courses, which is effective through the university-school articulation, based on the relationship between university professor, school teacher and trainee student. Aiming to bring future teachers closer to the field. Thus, the internship has been considered of fundamental importance for the training of teachers. However, several researches in the area have found limitations in its effectiveness. Thus, we start from the assumption that, the qualified development of the internship must consider that the training practices are produced collectively. In this context, we highlight the figure of the school teacher, the main school agent who works on the internship, accompanying, guiding the trainee students. Thus, we indicate that our goal is to analyze the conception of teachers who participate in the curricular internship of the Physical Education degree course at the University of the State of Pará. In this investigative process, we have adopted historical - dialectical Materialism as a method based on logic, which seeks to apprehend the object within the totality of complex and contradictory reality, based on a conception of the world, presenting a connection with the political and ideological aspects that corroborate the perspective of a society against hegemony. As methodological procedures, they were carried out; the bibliographic survey of the production of knowledge that focuses on the teachers of the school field of internship; the analysis of the main documents that govern the internship; and the application of semi-structured interviews with professors of the permanent staff who acted as collaborators of internships I and II of the CEDF / UEPA, of the field schools and of the university. And as a data analysis technique, we use content analysis. The production of knowledge that focuses on collaborating teachers has indicated that although the internship is legitimized in training based on the university-school relationship, there are many difficulties in implementing it. The collaborating teacher is a key element in the development of the internship and needs institutional, legal and training support, so that he can carry out his training actions in the training of future Physical Education teachers. The analysis of the collaborator professor's conception showed that there are many weaknesses in the accomplishment of the internship, absence of collaborative work, of training for collaborating teachers, of an official and professional attitude that guides the insertion and the work of collaborating teachers. What contributed to a distorted and dichotomized view of the internship by the collaborating teachers. Although the collaborating teachers understand the importance of the internship, a view based on traditional models of training predominates. However, collaborating teachers have realized the broad training potential of the internship, but they do not recognize themselves as trainers because there is no institutional definition of their role in the internship. However, collaborating teachers have agreed to collaborate with the internship, seeking to contribute to some extent the training of future teachers in the internship.

This study provides an analysis of the teaching practices of teachers in Youth and Adult Special Needs Education that teach disabled students on regular education. Therefore, the main objective of this text, is to analyses how are the teaching practices of teachers of Youth and Adult Special Needs Education that act into regular classrooms that integrate disabled students in Elementary and High Public School. From this, the study aims, specifically: (a)to identify the notion that Youth and Adult in Special Needs Education Teachers have over theirs disabled students at Elementary and High Public School. (b) to analyses the disabled student’s educational work’s Dynamic at Elementary and High Public School; and (c) to determine the existing mishaps that hinder the Youth and Adult Special Needs Education Teachers pedagogical approach for disabled students. The research developed through the thesis is of the case study, for it is the one which better represents the reality of a classroom, just as the unfolding of its teaching practices that we intend to analyze, since They provide an empirical elaboration of the subjects studied in this research. As data collection, are used semi-structured interviews and the systematized analysis of data was done from the analysis of Oliveira e Mota Neto’s content (2011). From the results obtained, it is highlighted that the school lacks physical infrastructure to provide appropriate inclusion for disabled students by not offering Special Educational Service Spaces during night classes and not having a Youth and Adult in Special Needs Education Teacher. Also noted that, for some teachers, the special education needs are dependent of medical report, despite the reality of the disability and the global right of access to education, inclusive if necessary. It was, also, possible to verify teaching practices that are inclusive to disabled students and stimulate the capabilities They possess so that the educational process occurs appropriately. It is also noteworthy to have found contradictory practices, a teacher who had a segregating view of Special Education, but was analyzed within a social, political and systemic context, and another educator who developed inclusive and humanizing practices with the students from his conception of education and disability.

This research aims to analyze the ethical positions and cultural knowledge from the life narratives of residents of Baía do Sol-Mosqueiro-PA. Life narratives are excerpts from the history of each resident-narrator, considered significant and involving their knowledge and knowledge in view of ethical positions, in view of the relationship between the self and the other through the act of narrating. The central question of the research is: which knowledge emerges from the ethical positions of the residentsnarrators of Baía do Sol-Mosqueiro? The methodological path of this research is based on a qualitative approach, emphasizing narratives through the methodological procedure conversation wheels, which underlies the dialogical relationships that dimension the types of ethics involved in this scientific-narrative process, based on dialogical analysis, given a social and political dimension of dialogue as a source of analysis to support this dynamic process. The research techniques used were the research diary, the conversation wheels, with the recording of videos to constitute the research corpus. The theoretical framework of the research are: Bakhtin (2014, 2016, 2017, 2018) and Freire (2014, 2015). The results obtained in the corpus reveal the types of ethics involved in their reports and the knowledge that emerges from the dialogue present in these dialogic meetings, constituting positions in relation to ethical issues and other factors such as family, memory, migration, education, territory, work situations, knowledge and Amazonian tales

MORAES JUNIOR, Henrique de. “Itaputyr” Indigenous School Education Tembé Tenetehara and the
Teaching of Philosophy: a decolonial and intercultural look in the Amazon region of Pará. 2021. 437f.
Dissertation (Postgraduate Program in Education) – University of the State of Pará, Belém, 2021.
This Master's Thesis aims to analyze how the philosophical, educational and cultural knowledge of the Tembé
Tenetehara people are incorporated into Philosophy Teaching in the pedagogical and curricular processes of
the “Itaputyr” Indigenous State High School. Its specific objectives are: a) to check, based on the problematic
universal cores, the ritual and culture of the Tembé Tenetehara people, which knowledge is considered to be
philosophical and educational that guide life in the Zawara Uhu community; b) verify in the Philosophy
Teaching of the Indigenous State High School “Itaputyr” if there is an intercultural and/or colonial
relationship between the Ritual of the Porridge and Moqueado Festival and the philosophical knowledge of
the European tradition; c) identify the concept of education (coloniality and/or interculturality) underlying
the politicalpedagogical project, involving the curriculum, teaching material, lesson plan, teacher training,
didactics, methodology and evaluation of apprenticeship, from the Indigenous State High School “Itaputyr”
Tembé Tenetehara; and d) point out how the relationship between the philosophical knowledge of the Tembé
community with the philosophical knowledge of the European tradition in the teaching of philosophy is
established. The Methodological paths assumed in the Research were: the State of Knowledge with the
descriptors: Indigenous School Education; Interculturality; Intercultural Education; Teaching of Philosophy;
Coloniality. The analyzes of the Theses and Dissertations evidenced the absence of works that address the
indigenous philosophical knowledge in Indigenous School Education in the Amazon region of Pará; The
research is qualitative and field; the Study Method is the Analectical. The Locus of Investigation was the
Indigenous State School of Elementary and High School “Itaputyr”, located in the Alto Rio Guamá
Indigenous Land in the State of Pará in the city of Capitão Poço in the municipality of Santa Luzia do Pará
– PA. The interlocutors of the Study are: the Chief, Indigenous Leadership of the Zawara Uhu Village for
possessing the philosophical and educational knowledge underlying the Ritual of the Porridge Festival
(kàwi'u haw), of the Moqueado (wyra'u haw) and the Teaching Teacher Middle School Philosophy at the
“Itaputyr” School. The following Procedures were adopted: o Bibliographic Survey on matters relating to
Indigenous School Education; Decolonial Theory; Liberation Philosophy; Indigenous Philosophy;
Intercultural Philosophy; Teaching of Philosophy; Interculturality and Education and the History of the
Tembé Tenetehara People and their way of life and the Ritual of Porridge (kàwi'u haw) and Moqueado
(wyra'u haw). Document Analysis was carried out on the Political-Pedagogical Curriculum Project; the
Lesson Plan; Teacher Training, Didactic Material; the Pedagogical Practice, the Methodology Strategy and
the Learning Assessment. A Freirean Dialogic Interview was also carried out with the Chief, Indigenous
Leadership and the Professor of Philosophy. The analysis and systematization occurred through content
analysis, from the thematic category with: a) “Modernity and Coloniality: decolonial, intercultural critique
in education and teaching of philosophy”; b) “The Tembé Tenetehara People: history, locus, philosophy,
education and cultural ritual”; c) “Indigenous Policy, Indigenous School Education in Brazil and in the State
of Pará”; d) “Indigenous School Education ‘Itaputyr’ Tembé Tenetehara: indigenous educational policy,
school and curricular politicalpedagogical project”; and e) “Teaching Philosophy and Philosophical
Knowledge in Indigenous School Education ‘Itaputyr’ Tembé Tenetehara: political pedagogical project for
curriculum, decoloniality and interculturality in the Amazon region of Pará”, Analytical categories were
identified such as: Eurocentrism; the Coloniality of power, gender, being, memory, knowledge and nature;
Decoloniality; the indigenous and intercultural liberation philosophy; intercultural education; functional and
critical interculturality; banking and liberating education; indigenous school education; and the Teaching of
Philosophy. Finally, Ethical Care. It is inferred, the absence of philosophical and educational knowledge of
the Tembé People in the teaching of Philosophy through the Coloniality of European Knowledge in the
absence of critical intercultural knowledge, with a functional relationship of labor, the full absence of
Indigenous School Education being overcome for democratic, liberating, decolonial and critical intercultural
education in PPP and in teaching, execution of EEI and Bem Viver Tenetehara.

Since the implementation of Special Education from the perspective of inclusive education, it has been discussed how its processes can take place in the most varied spaces, shapes and dimensions. In the latter case, works dealing with special education in interface with other modalities such as rural education are included. This is the case of children with disabilities who live in the countryside and study in the city. In this, the research analyzes the pedagogical practices of teachers with riverside children of a Specialized Educational State Unit (SESU) that serves students with blindness and low vision in the city of Belém do Pará. In a qualitative approach, having as a methodological procedure the field research using semi-structured interviews and observation with the instruments field diary, photographic record, analysis of school documents and, having as participants 03 special education teachers from different sectors of SESU the results were obtained: the SESU is still defined as the “only school” for the type of disability above and, in general, has adequate space for the functioning of the services; by law, all of his work was based on Specialized Educational Assistance (SEA); some students have other disabilities and/or comorbidities that are considered by the SESU in its plans and teaching practices; there are rural and/or riverside students with disabilities who come to the SESU and who are not necessarily enrolled in a regular school, and riverside students, despite some developments in teaching practices that drive intercultural processes, are still not considered in the Individual Pedagogical Plans ( IPPs); In addition, it was identified that there are students from the countryside who stay in the city to have SEA directly for a week, because when they return to their homes, they will stay there for two months due to transport difficulties, thus making the service schedule for these students more flexible, but, harming them in attending regular classes. The analyzed data point to the need for an inclusive and intercultural education planned for the riverside student with a disability, who often has the SESU as the only educational space for all its services, including regular teaching assistants. However, it was verified: few pedagogical-teaching practices that consider the riverside interculturality of each child; lack of interface training and little contact from the Pedagogical Coordination and Special Education Managers with regard to teacher training, among other issues. With this, it is hoped that the research can subsidize the debate that will strengthen the few intercultural or interface pedagogical practices that already exist in the SESU and problematize innovative actions that increasingly raise the dialogue of special education with other areas that consider the identities and specificities of people with disabilities, in particular riverside children, who live in the countryside and study in the city.

This work aims to develop the sign-terms corresponding to the following Vaganova’s Ballet moves: first, second and third positions, Tendu, Plié, Jeté, Fondu, Frappé, Grandbatments and Rond. Its specific objectives are: to identify the communication of deaf students during ballet learning; to inspect if there is any record of the signs relative to Vaganova’s Ballet moves; to verify and register what are the necessary parameters to create sign-terms related to each specific ballet’s movement; to systematize a glossary of Vaganova’s Ballet sign-terms. As theoretical reference, there is Faulstich (2014), Tuxi (2017), Quadros (2004) and their interlocutors. This is a qualitative and descriptive research, done in two stages: creation and validation of sign-terms. The first stage was done in an open and informal environment, with ten adult participants, seven of which were deaf; the second stage was done in a deaf’s school dance room, with ten participants, of which, one was a hearer adult and nine were deaf children students – five boys and four girls. In the creation stage, the Vaganova’s Ballet movements were analyzed and, based on LIBRAS’ parameters, the sign-terms were created. In the validation of the signs stage, eight classes were taught to the deaf children in order to teach the sign-terms. The two stages were recorded through photography and filming. In order to create the sign-terms, the visual details and the name of the movements were analyzed; in order to validate the sign-terms, a teaching-learning environment was set up, in which, through practical lessons, taught by a ballet professional, hearer, with a basic level of LIBRAS, the ballet movements were taught, using the sign-terms created in the first stage of the research. The analysed data came from the material collected at the two stages of the research. It showed the importance of the creation of sign-terms to deaf people’s learning in the educational context of dance.

This study consists in analysing how the herb handlers who work at the Ver-o-Peso market develop their know-how ways, the educational dimension of such practices and its contribuitions to the Amazon intercultural education study. The realization of this dissertation was embodied from the participation of the following subjects: Edna, Maria Loura, Elizangela, Socorro Loura, Vanessa and João. This research locus was the Ver-o-Peso complex, located in Belém do Pará, in Comércio neighborhood, between Boulevard Castilhos França Avenue and Guajará Bay.Regarding to the methodological characterization, it consists in a qualitative approach research (MINAYO, 2002); field research (SEVERINO, 2007), which data acquisition took placein the herbs sector. It is situated the present research in agreement with the critical-dialectical focus. It is a case study (LUDKE;ANDRE, 1986). It was adopted as methodological strategy the knowledge cartography, based in the symbolic cartography of Boaventura de Sousa Santos.With regards to the methodological procedures, it were conducted semi structured interviews with the herb handlers, in the herbs sector; observation in loco (MINAYO, 1994) and photographic records. For the participation in the research, an Informed Consent Form (TCLE) was carried out. Concerning to the data systematization and analysis, analytic and thematic categories were built (OLIVEIRA; MOTA NETO, 2011).The categories building had content analysis tecniques as reference (BARDIN, 2010). From the organization of the acquired data, the themes autonomy of being herb handler, know-how and teach-learn emerged. Regarding to their know-how ways of medicinal herbs preparing, the subjects demonstrated aspects such as: memory, belief, religiosity and family heritage. The responses about teaching and learning experiences evidenced places beyond the herbs sector and moments beyond the work, as the experiences shared in family daily life.The educative character present in the herb handlers know-how ways corresponds to the daily experiences of such subjects, related to the acts of teaching and learning, the knowledges of healing experience and herbs medicinal properties.Among the experiences reported by the subjects, it was observed a bathingof learning, referring to the baths practiced and the teas and “garrafadas” (mixture of herbs with medicinal purposes) used by the subjetcs. Characteristics such as: the experience of feeling and distinguishing medicinal herbs, the importance of the relationship between spiritual energy, body and mind, which constitute the know-how ways of the subjects; evidence corporealities and announce cultural expressivities that contribute to the critical intercultureality, in view of the affirmatives about the autonomies of being herb handler, the specificities of the knowledges about healing and wellness and the daily life of teachings and learnings, built from the subjects life experiences

L’ange du Seigneur a annoncé à la Vierge Marie, et elle a conçu le Saint-Esprit ... Laroyê, mojubá,
Saravá D. Maria Padilha!» Quelles voix-corps tapissent mon corps? Afro religieux, marqué
par des insignes chrétiens catholiques, nourri et éduqué par des femmes Marajoara, enceintes de
connaissances afro-amérindiennes. Des voix qui résonnent dans les temples afro-amazoniens,
selon les mots de D. Maria Padilha. Reine espagnole du XIVe siècle, devenue une entité spirituelle,
entrelacée de divinités africaines, règne comme une réminiscence ancestrale. Par ses
paroles D. Padilha, il nourrit et instruit les enfants et les adeptes du terreiro, pour une culture de
résistance du peuple saint en Amazonie. Entrevoir les connaissances de D. Maria Padilha, une
entité afro-religieuse, est ce que cette recherche vise: à travers une méthodologie autobiographique
(Freeman, 2006), en buvant aux sources fructueuses de Poética Orais (Zumthor, 2010);
coudre des réseaux de l’Imaginaire (Bachelar, 1998) avec les tissages de la Mémoire (Halbwachs,
1990) et de l’Histoire des habitants d’Axé (Sodré, 2017); construire des ponts entre les
connaissances de Terreiro et éduquer le sensible (Maffesoli, 1998), entre la poésie et la rigueur
scientifique; en emmêlant les concepts et les perspectives décoloniales (Santos, 2008; Rufino,
2016-2018) qui insultent un éducateur plus heureux et plus humain; qu’à travers Voice, un phénomène
est fait pour être capté par les sens et décrit par une écriture poetnographique (Silva ;
Lima, 2014). Ainsi, j’ai l’intention de décrire des actions dans un contexte afro-religieux, et
d’analyser qualitativement les déclarations / informations obtenues, qui se présentent comme
des récits du sujet recherché, D. Maria Padilha, lorsqu’elles se manifestent dans une transe médiumnique,
peuvent être rejetées dans les liens d’une éducation sensible, qu’au-delà de ce que
leurs inquisiteurs supposent savoir, ils enseignent, et ils le font, comme une chanson qui plante
dans le monde, une manière d’être, un amour qui éclabousse sur nous et agité.

This dissertation has a problem question: how do the dialogical and antidialogical relationships between students with and without disabilities and educators occur in a high school class? This research aims to analyze the dialogic and antidialogical relationships between students with and without disabilities and educators in a high school class. The theoretical framework of this investigation is based on Freire (1982, 1985, 1986 2001, 2003, 2011, 2014, 2015, 2017, 2018); Oliveira (2017,2015), Fleuri (2018); Guedes (2007); Scocuglia (2019). The methodological conception is based on the qualitative approach in the perspective of Freire's dialogical analysis. The research subjects were three students with disabilities - one student without disabilities - two educators. The methodological procedures were bibliographic and documentary survey; semi-structured dialogic interview, observation and field diary. The systematization and analysis of the data were through analytical and thematic categories. The results revealed the dialogical and antidialogical relationships constituted by the research subjects are present in the school context, which we can infer that: the dialogical relations exist in the school context, being carried out by the multiple subjects who seek the transformation of this educational context to promote the protagonism of students with and without disabilities. Thus, we found that although it is a public school on the periphery, the results showed that there are contradictory dialogical practices: on the one hand, the actions of teachers cause transformation in this school space, we could see in the interviewees' statements that there is a concept of progressive, dialogical education liberating, humanized and inclusive anchored in dialogicity under construction to recognize, value and listen to differences in the school context. In the same way, there are also antidialogical practices that reflect human interactions, the model of the school curriculum and the pedagogical practices that are present in the school organization. Finally, we conclude that the dialogic relations in the school routine need to be discussed in the academic and school environment with the aim of enabling the emancipation and social recognition of people with disabilities, that is, it is the opportunity to talk about subjects due to their distinction physical, sensory and psychic in the field of educational research, anchored in Freire's dialogicity as a theory of transformation of school reality.

This essay had as object of investigation the experience of environmental education in the collective actions of the Grupo Ambiental de Fortalezinha (GAF), aiming to identify and analyze what the collective action of GAF, in the traditional fishing community of Fortalezinha, presented about its experience of "environmental education" from the narratives of the community and other institutional agents that consists the GAF. The issue raised in this research was guided by the following question: What does the collective action of the GAF, in the traditional fishing community of Fortalezinha have to reveal about its experience of "environmental education" from the narratives of the community and other institutional agents that consists the GAF? Seeking to get an answer to this question, some questions were used to guide and help to ask and answer the main question: What is the origin of the GAF and what led to its constitution? What role did the Traditional Fishing Community of Fortalezinha have in its constitution? What is possible to learn from this experience of collective action of environmental education from traditional fishing communities of the Amazon under the focus of southern epistemologies? What are the advances and limits of this collective action of the GAF regarding its proposal of "environmental education" in the fishing community of Fortalezinha from the perspective of epistemologies of the South? What challenges can be identified for the environmental education debate from this experience with these traditional communities of the Amazon? To answer these questions, the aim was to present elements that characterize the origin of the GAF and what led to its constitution, as well as the role that the Traditional Fishing Community of Fortalezinha had in its constitution; to analyze the conception of environmental education present in this GAF experience; to investigate in which this experience of collective action of environmental education of The GAF contributed to this community; to identify the advances and limits of this collective action of the GAF regarding its proposal of "environmental education" from the perspective of epistemologies of the South. The methodological path was characterized by the qualitative approach, from the perspective of epistemologies of the South. With the field research, the techniques used were: case study, participant observation, field diaries, photographic and audio records, data collection through narrative interviews. This study had the participation of eight individuals who participated of the GAF: six people from the community, three of them identified themselves as fishermen and active in other economic activities, one of them as a health agent, another one as a trader and a also coordinator of an educational space. The two external individuals were not residents of the village, but they have houses and private enterprise. For the data interpretation of this research, the categories of analysis in data triangulation were used. Thus, it was identified that the GAF arises, at first, from the problems encountered with the issue of garbage in the community, but the research revealed other structural and contradictory factors that contributed to promote discussions within the group and consequently in actions that aimed at the resolution of these basic needs of
Fortalezinha. According to the narratives of external subjects and residents who participated in the action of the GAF, the experience of environmental education was based around the economic, social, political, cultural and environmental aspect, demarcated in its historical temporality in advances, presented as a formative space and movement of knowledge for the members in the construction of a more critical and sensitive look at the environment and also in autonomy, social participation and claiming their rights. The limits of the group's performance, and consequently of the actions taken, were punctuated due to structural factors that involved, from the financial support of other institutions for the maintenance of the group and factors that involved interpersonal relationships. As a result of the data found with the research and its respective analyzes, some challenges appear to be added in the debate on environmental education in the Amazon, which I highlight: how local communities are organizing themselves in the face of current environmental issues, how environmental protection areas have been working on environmental education in their territories and, finally, recognizing the local culture of the Amazonian reality as a fundamental element in the discussion of environmental education in the Amazon.

Introduction -This dissertation was developed in view of questions which were raised by professors in the area of Continuing Education offered by the Manaus Department of Education. Due to the complexity of teaching deaf children in regular schools, this research aims to analyze how it portrays the reality of deaf children’s educational process in the Brazilian context. In this context, it was necessary to identify which authors are used that support the discussion of teaching deaf children in the research identified in Capes' thesis and dissertation database; to identify the concept of deaf children in the research identified in Capes' thesis and dissertation database; to investigate which paths this theme has takenin the research identified in the bank of theses and dissertations of Capes in the scientific scope; and, to present how this educational process has occurred through the methodologies and pedagogical practices in the researches that were analyzed. Methodology -Documentary research, data collection survey of 11 dissertations and 3 theses registered in the Coordination for the Improvement of Higher Education Personnel in the years 2006-2017, going through an analytical process, where the documents were analyzed, critiqued and interpreted. Result-The authors who bring up the discussion about children appear as an important source, in order to understand both historically and socially what the child is like yesterday and today. It was found that new perspectives arise regarding the teaching of deaf children, teachers seek methodologies and techniques which enable them to achieve their goals, that is to teach the deaf child. When talking about the educational process of a deaf child, it was noticed that research is still very much focused on Sign Language, not that it is not important, because I understand that it is part of the process, however, it is still a long way from bringing the reality of the use of teaching methodologies and techniques in the classroom. Consequently, when analyzing the selected documents, I met with teachers who challenge themselves in the classroom in teaching and others who only adapt to what the system imposes, harming the learning process of the deaf child. Conclusion–A deaf child still has a lot to achieve in terms of his/her teaching-learning process, that being included in a classroom does not imply being included in its entirety, but that as the child is given the opportunity to show up and to express him/herself , that reality can be changed

This dissertation whose title is “Gender, body and power: visions of the world of physical educations students” starts from the problematization of gender inequalities that permeate body practices and the way this is discussed or not in initial formation. It presents as a general objective to understand the way Physical Education students conceive the gender relations built in and by the corporal practices and, more specifically, to map their understandings about body in relation to the corporal practices related to the gender, to delineate the conception of these subjects about the role the teacher to confront gender inequalities imbedded in body practices and to discuss whether experiences in initial training influence students' understanding of gender relations. The research was developed from the field of gender studies, with Scott (2005), Piscitelli (2002), Rago (1998), crossed by the concept of power proposed by Michel Foucault (2014) in the field of post structuralism and finally intersected by Education, Louro (2007; 2011; 2014; 2018), and Physical Education with Altmann (2015). As a methodological approach, the qualitative approach was chosen, focusing on Social Phenomenology. As data gathering technique we used the Narrative Interview and for data analysis and interpretation we used the Documentary Method. In all, eight interviews were conducted with students regularly enrolled in the seventh and eighth semesters of the Physical Education Course of the State University of Pará, of which four were men and four women. Through the use of the Documentary Method of Interpretation, it was possible to reconstruct the meanings emanating from the narratives, which allowed us to arrive at three models that guide the students' conceptions about the gender relations implied in body practices, namely: women”,“ binary” and “equity”. The orientation model “situation of women” reveals an understanding of students about gender relations that are linked to the historical process of insertion of women in the spheres of public life and is linked to the understanding of women's struggle for the conquest of these spaces, including in the field of bodily practices and within the university. The second orientation model, “binaryism”, relates to the biologiciste understanding of male and female and believing that they are distinct and complementary poles and therefore should receive a distinct body upbringing. The third model, “equity”, presents a fissure movement in the biologicist understanding of body education and takes into account that bodily practices should be taught to all, sharing the understanding of a just education that presents content meaningfully. and without inequality. It is concluded that the disputes in the field of gender-related body practices are patent and that there is a tension between positions that believe that body practices are distinct for men and women and positions that seek an equalized Physical Education for all.