Sejam bem-vindos ao Poraquê, o Repositório Institucional (RI) da Universidade Federal do Oeste do Pará (Ufopa). Nosso objetivo é armazenar, preservar, dar acesso e visibilidade à produção científica em formato digital da universidade. O nome Poraquê é uma alusão ao peixe-elétrico da Amazônia, em que seu corpo é capaz de produzir pulsos elétricos, é dito, que enxergar no escuro, logo, possui autonomia energética, capaz de acender uma lâmpada
Comunidades
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- Comunidade das Monografias de Graduação e Especialização da Ufopa
- Comunidade das Dissertações e Teses da Ufopa
- Campus Alenquer, Campus Itaituba, Campus Monte Alegre, Campus Juruti, Campus Óbidos, Campus Oriximiná e Campus Rurópolis
- Santarém (PA)
Submissões Recentes
Item type:Item, A prática docente e os temas contemporâneos transversais nas aulas de língua portuguesa no ensino fundamental II(Universidade Federal do Oeste do Pará, 2026-08-04) PINTO, Jeosafá de Leão; Heliud Luis Maia Moura; http://lattes.cnpq.br/3533256621718952; http://lattes.cnpq.br/2909493228978552; Odenildo Queiroz de Sousa; http://lattes.cnpq.br/6567133029459541; Washington Luís dos Santos Abreu; http://lattes.cnpq.br/9700754098681134The objective of this paper is investigating the pedagogical practice based on reports from portuguese language teacher regarding the approach to contemporary cross-cutting themes (CCCT) in public basic education classes (specifically in the middle school in Brazilian education system) in the Santarém city. To this end, the methodology comprised six stages: (i) bibliographic research; (ii) data collection, conducted via an audio-recorded interview with a teacher from the Pará state school system based in an urban area; (iii) transcription of the collected data; (iv) organization of the generated data; and finally, (v) data analysis and discussion. This research is based in the guiding principles regarding contemporary crosscutting themes found in official normative documents governing Brazilian education - National Curriculum Parameters (PCN-BRASIL, 1998) and the National Common Curricular Base (BNCC-BRASIL, 2017) as well as in the work of authors who discuss the importance of addressing transversal themes for the civic development of contemporary students, such as Moreno (1998; 2008), Barbosa (2013), Yus (1998), and Araújo (2003), alongside other authors who provide a bases for relevant perspectives throughout the study. As a result, the educator understands the nature of CCCT and their transversal perspective across various subject areas of knowledge. Although, the approach to these themes does not yet encompass all subjects— being limited to occasional instances of interdisciplinary work—the educator has made a concerted effort to bring issues that affect and concern her students into the classroom debate, those themes circulating in the environment where they live. Furthermore, this study highlighted the need to reflect on the entire educational process, ranging from teacher training at the university level to the realities of their subsequent pedagogical practice. Far beyond merely making demands, there is a need for continued education so that the issues arising as urgent in an increasingly digitized and connected society can be addressed by the space dedicated to teaching - the school.Item type:Item, O ensino da oralidade na educação básica: reflexões acerca da sua sistematização nas aulas de língua portuguesa(Universidade Federal do Oeste do Pará, 2026-08-04) TAVARES, Marcela Silva; Washington Luis dos Santos Abreu; http://lattes.cnpq.br/9700754098681134; http://lattes.cnpq.br/1959735667252403; Terezinha de Jesus Dias Pacheco; http://lattes.cnpq.br/3683178325807814Item type:Item, Análise do índice de preço ao consumidor (IPC) para a cesta básica de alimentação no município de Santarém – Pará entre os meses de agosto a novembro de 2025.(Universidade Federal do Oeste do Pará, 2025-12-10) PORTELA, Bruna Soares; MONTE, Leila de Fátima de Oliveira; https://orcid.org/0009-0008-5929-5153; http://lattes.cnpq.br/9729363486863219; http://lattes.cnpq.br/1005373941042791; GUIMARÃES, Jarsen Luis Castro; http://lattes.cnpq.br/2403664119078137; CARVALHO, Abner Vilhena de; https://orcid.org/0000-0003-3501-6611; http://lattes.cnpq.br/8971980101556291The present study aims to calculate and analyze the Consumer Price Index (CPI) of the basic food basket in Santarém (PA) for the period from August to November 2025, identifying trends, fluctuations, and impacts on the local cost of food. Accordingly, the guiding research question of this study is the following: how did the prices of basic food basket items behave in Santarém (PA) between August and November 2025, and what does this behavior reveal about the dynamics of the local Consumer Price Index (CPI)? The theoretical framework draws on microeconomic aspects related to consumer choice, such as consumer theory and behavioral economics. Consumer theory reflects neoclassical assumptions, including rationality, while behavioral economics integrates insights from economics and psychology, providing analyses more closely aligned with actual decision-making behavior in daily life. In addition, an overview of the main theories of inflation is included, which is relevant given the Brazilian historical context of ongoing efforts to combat inflationary pressures. The bibliographic research methodology identified the principal authors who discuss the topics addressed in this study. Moreover, the data collected through field research were crucial for answering the research question, which focuses on price variations of food items from August to November 2025, as well as on the behavior of the local Consumer Price Index (CPI). The evidence obtained indicates that price variation from August to September was positive, whereas from September to November it was negative. Given this context, it is inferred that during August and September there was inflation in the basic food basket—meaning prices increased—while the opposite occurred in the subsequent months, which experienced deflation, that is, a decline in the price level of the food items composing the basket.Item type:Item, Produção do espaço urbano em Santarém(PA): agentes sociais, especulação imobiliária e transformações históricas do território.(Universidade Federal do Oeste do Pará, 2025-12-09) REIS, Josué Lima dos; MONTE, Leila de Fátima de Oliveira; https://orcid.org/0009-0008-5929-5153; http://lattes.cnpq.br/9729363486863219; SILVA, Luiz Gonzaga Feijão da; https://orcid.org/0000-0002-9035-0084; http://lattes.cnpq.br/3964998527950239; LEÃO, Sandro Augusto Viégas; https://orcid.org/0000-0002-0299-573X; http://lattes.cnpq.br/2944146206559740This study analyzes the processes of production and transformation of the urban space of Santarém, Pará (Brazil), tracing its development from its historical formation to contemporary dynamics of land speculation and urban land valorization. The research is guided by the following problem-question: How have historical processes, social agents, and real estate speculation contributed to the production and transformation of Santarém’s urban space from its origins to the present day? The general objective is to examine the constitution of the urban space by articulating the roles of social agentes, the State, landowners, real estate developers, industrial capital, and marginalized groups, with the theoretical perspectives of Corrêa, Santos, Lefebvre and Harvey. The methodology employs a qualitative approach complemented by quantitative procedures and is characterized as applied research. The study combines bibliographic review, historical and documentary analysis, and the examination of territorial, demographic and land-value data regarding urban and rural land valorization. This methodological integration enabled the articulation of theoretical foundations with empirical evidence concerning the occupation, expansion and territorial restructuring of the municipality. The main findings reveal that the formation of Santarém’s urban space is shaped by overlapping historical cycles, from missionary activities and colonial land tenure structures to regional economic fronts, which have influenced centrality patterns and spatial expansion. Empirical data from 2019 to 2024 indicate profound inequalities in land valorization, with strong real estate concentration in central and expanding zones, while peripheral and rural areas remain undervalued. The analysis also demonstrates that real estate speculation, together with selective state actions and landowner strategies, intensifies socio-spatial segregation and promotes an urbanization process marked by contradictions and territorial disputes.Item type:Item, Educação do Campo no Contexto das Classes Multisseriada: Desafios e Possibilidades Pedagógicas(Universidade Federal do Oeste do Pará, 2026-06-30) RIBEIRO, Eliana da Silva; SILVA, Janiffer Caroline Cruz da; LIMA, Maria de Fatima de Sousa; http://lattes.cnpq.br/3668328481213979; SANTOS, Luciana Maria Guedes dos; https://orcid.org/0000-0001-6136-0235; http://lattes.cnpq.br/6432981609683474; FERREIRA, Maria Antônia Vidal; http://lattes.cnpq.br/0002949972952826This study aims to analyze the challenges and possibilities of literacy instruction in multi-grade classes within the context of Rural Education, considering the historical, social, cultural, and pedagogical specificities that characterize this educational modality. The research employed a qualitative approach—bibliographic, exploratory, and descriptive in nature—grounded in academic studies regarding literacy, *letramento* (social literacy practices), and multi-grade classes. The analysis revealed that these classes face challenges such as student heterogeneity, a scarcity of teaching materials, poor school infrastructure, and a lack of specific teacher training. The results demonstrate that literacy instruction in multi-grade classes should not be viewed merely as the acquisition of reading and writing skills, but rather as a process integrated with social literacy practices, wherein students learn to use written language in the various social contexts of their daily lives. Valuing local knowledge, utilizing diverse pedagogical resources, fostering student autonomy, and strengthening school-community ties are essential for the development of the educational process. The study concludes that Rural Education and multi-grade classes require effective public policies, infrastructure investment, continuous teacher training, and pedagogical approaches committed to the realities of rural populations, thereby guaranteeing the right to an inclusive, democratic education capable of contributing to the holistic development of rural individuals.