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

Selecione uma comunidade para navegar por suas coleções

Agora exibindo 1 - 5 de 6

Submissões Recentes

  • Imagem de Miniatura
    Item type:Item,
    Letramento acadêmico e suas implicações teóricas e metodológicas na pesquisa em educação e no ensino superior
    (Universidade Federal do Oeste do Pará, 2025-09-19) SANTANA, Tiago Aquino Silva de; BRITTO, Luiz Percival Leme; https://orcid.org/0000-0001-6825-7927; http://lattes.cnpq.br/7025845426035988; http://lattes.cnpq.br/7188172127167143; DI GIORGI, Cristiano Amaral Garboggini; https://orcid.org/0000-0002-3977-3217; http://lattes.cnpq.br/7340016437698240; RODRIGUES, Doriedson do Socorro; https://orcid.org/0000-0002-5120-2484; http://lattes.cnpq.br/1127076028303549; GERALDI, João Wanderley; http://lattes.cnpq.br/0942600232344834; BRASILEIRO, Tania Suely Azevedo; https://orcid.org/0000-0002-8423-4466; http://lattes.cnpq.br/7125374751055075
    The study discusses university education, understood as a process of the subjects’ awareness through education. It analyzes the production of two perspectives that, although centered on the same object (reading, writing, and education in higher education), follow distinct paths. The first, of an earlier nature, is synthesized in the works of Britto (2003a, 2003b, 2005, 2007, 2009) and Britto et al. (2008); the second derives from the studies of Lea and Street (1998), whose conception has achieved wide resonance in the Brazilian academic context, especially since the early 2000s. The objective is to understand how studies on academic literacy have addressed the issue of university education; how they differ from earlier studies that did not adopt literacy as a theoretical perspective; and to discuss the effects these studies have produced in Brazilian educational research, particularly regarding reading, writing, and formation within the university. The research is not tied to a rigid theoretical framework; however, it conceives the subject as an active participant in the processes of production, circulation, and appropriation of knowledge in a society marked by inequalities, as argued — with due caution in approximation — by Heller (2016), Freire (2019), Adorno (2024), and Britto (2015). The epistemological method adopted is the evidential paradigm, formulated by Carlo Ginzburg (1989; 2007), seeking to confront different theoretical perspectives. The analysis indicates that the field of academic literacy has progressively colonized studies on reading, writing, and education in higher education. Although presented as an innovative approach, it tends to reaffirm outdated conceptions, with discussions centered on didactic practices and pragmatic orientations, often grounded in non-critical pedagogies such as the “learning to learn” and “competence” theories. Academic literacy thus emerges in this context driven by a certain fascination with the supposedly new and by a rejection of traditional education — a recurrent trait in the productions within the Humanities.
  • Imagem de Miniatura
    Item type:Item,
    A práxis teatral, a máscara e o professor: aprofundamento crítico em gênero dramático através de uma imersão em Hair – The American Tribal Love – Rock Musical
    (Universidade Federal do Oeste do Pará, 2025-12-11) LAMEIRA, Hélio Gabriel Marques; TANAKA, Elder Kôei Itikawa; https://orcid.org/0000-0002-3900-731X; http://lattes.cnpq.br/5019098259427559; http://lattes.cnpq.br/9895615759931043; HALL, Silvia Cristina Barros de Souza; https://orcid.org/0000-0002-4299-2867; http://lattes.cnpq.br/1900825503546910; AGUIAR, Larissa Beatriz de Andrade; http://lattes.cnpq.br/0268786341857801
    This study demonstrates the importance of theatrical performance as a means of fostering critical engagement in the study of Dramatic Genre during the education of pre-service English language teachers at the Federal University of Western Pará, mediated by the artistic resource of masking from the perspective of Freirean praxis. To this end, the research draws on a reviewed theoretical framework that serves as a reference for the critical analysis of an artistic intervention carried out between September 28 and November 29, 2023. This intervention included the theatrical performance of an adaptation of Hair: The American Tribal Love-Rock Musical, proposed as a tool for study and assessment in the course Anglophone Literatures V for the 2019 cohort of the English Language and Literature program. Accordingly, a three-stage methodology was adopted: the first involved critical examination and dialogue among sources from Pedagogical and Literary Studies, as well as those related to the work’s themes and context; the second consisted of a systematic account of the experience; and the third comprised a referenced analysis of the reported intervention. The results elucidate the role of masking as an artistic tool that enables pre-service teachers to attain an artistic and epistemological state that broadens their reading of the world through the studied dramatic work and theatrical practices. These resources therefore play a central role in connecting theoretical and practical dimensions, enabling higher levels of critical awareness within a process of collective knowledge construction grounded in Freirean praxis.
  • Imagem de Miniatura
    Item type:Item,
    Laicidade e formação de professores de ensino religioso: uma análise do curso de licenciatura em ciências da religião no Parfor da UEA (2014-2018)
    (Universidade Federal do Oeste do Pará, 2024-12-12) MARTINS, Jaine Bezerra; FONSECA, André Dioney; https://orcid.org/0000-0003-0220-5117; http://lattes.cnpq.br/5794497383094905; https://orcid.org/0009-0001-8837-540X; http://lattes.cnpq.br/3161623861333783; FONSECA, André Dioney; https://orcid.org/0000-0003-0220-5117; http://lattes.cnpq.br/5794497383094905; SOUSA, Gustavo Pinto de; https://orcid.org/0000-0002-7539-2497; http://lattes.cnpq.br/0618244292475280; QUARESMA, Edilan de Sant’Ana; https://orcid.org/0000-0001-7838-783X; http://lattes.cnpq.br/6254159795883440
    This research analyzed the Bachelor's Degree in Religious Studies course implemented between 2014 and 2018 at the Amazonas State University (UEA), in Manaus, Amazonas State. At UEA, the course was offered through the National Plan for the Training of Basic Education Teachers (PARFOR) and was aimed at public school Religious Education teachers registered on the Freire Platform who worked without a first degree. The objective was to analyze secularism in the course curriculum based on the following question: was the curriculum of the Bachelor's Degree in Religious Studies course at PARFOR/UEA implemented from a secular perspective? The field of study of the research was the History of the Present Time and the methodology involved analysis, interpretation and problematization of documentary and oral sources. The documents were Internal Self-Assessment Reports, External Assessment Reports, the Course Pedagogical Project, and in the field research we conducted semi-structured interviews with 1 (one) teacher and 5 (five) students using the theoretical-methodological procedures of Oral History, after the approval of the research by the Research Ethics Committee of Plataforma Brasil (Opinion 6.316.118). The analysis of the oral and documentary sources pointed to evidence of direct and indirect interference, both in the creation and in the curriculum of the course, by a private religious institution linked to the local Catholic Church and by a confessional institution that brings together individuals and legal entities nationwide, where the majority of its members are linked to Christianity. However, these interferences were not accepted at the university without resistance from the teachers. Therefore, the social and scientific relevance of the research lies in the fact that the training curricula for Religious Education teachers cannot be guided by proselytism and must uphold the principle of the secularity of the State, a principle understood in the study as a historical and normative concept.
  • Imagem de Miniatura
    Item type:Item,
    Festividade Nossa Senhora das Graças: identidades e saberes na aldeia indígena Atodi em Santarém-Pa
    (Universidade Federal do Oeste do Pará, 2025-02-24) SOUSA, Wenderson Oliveira de; GOIS, Diego Marinho de; https://orcid.org/0000-0003-2654-4391; http://lattes.cnpq.br/3483785828928209; http://lattes.cnpq.br/7342944193279749; GOIS, Diego Marinho de; https://orcid.org/0000-0003-2654-4391; http://lattes.cnpq.br/3483785828928209; SILVA, Giselle Alves; https://orcid.org/0000-0001-7316-0783; http://lattes.cnpq.br/1076069839071575; ARRUDA, Lucybeth Camargo de; https://orcid.org/0000-0002-8900-7625; http://lattes.cnpq.br/7438972435434850; CARVALHO, Ednea do Nascimento; http://lattes.cnpq.br/7125890853681726
    The present study called "Our Lady of Grace Festivity: Identities and Knowledge in the Atodi Indigenous Village in Santarém-PA", presents how identities and knowledge are expressed in the feast of Our Lady of Graces, a Catholic festival in an indigenous village. To understand the study of the ethnogenesis of the Atodi village, it is necessary to delve deeper into this process, as it is directly linked to the formation and transformation of indigenous identities that occur over time. To investigate the identities and knowledge of the Atodi village on the Feast of Our Lady of Graces, it is of fundamental importance to emphasize that this research presents ethnographic elements. Field/participatory observation and collection of oral history were used, which is fundamental to emphasize that it seeks to hear and record the voices of the subjects involved in the festivities from the perspective of history and its agents. Throughout the research, it was realized that the festivity is not limited to being just a religious event, it represents something much deeper, as it is a space in which indigenous identities and knowledge are affirmed and transformed, allowing this ancestral knowledge to be preserved and also reinterpreted in a successive process of adaptation and resistance. Addressing the concept of ethnogenesis was essential to understand how the identities and knowledge of the Atodi village are formed and transformed over time. The oral history, in this case, was not only a simple survey of information from the subjects involved in the festival, but also made it possible to perceive how the festivity is, in fact, a space for strengthening the village.
  • Imagem de Miniatura
    Item type:Item,
    Peças de uma história: contribuições do laboratório de aplicações matemática (LAPMAT) da Ufopa para a educação matemática na região Oeste do Pará
    (Universidade Federal do Oeste do Pará, 2024-12-02) PORTELA, Lissa Nareli dos Reis; MAFRA, José Ricardo e Souza; https://orcid.org/0000-0002-3629-8959; http://lattes.cnpq.br/0259347290921771; http://lattes.cnpq.br/6566745744928205; MAFRA, José Ricardo e Souza; https://orcid.org/0000-0002-3629-8959; http://lattes.cnpq.br/0259347290921771; CARVALHO, Hamilton Cunha de; http://lattes.cnpq.br/1744251734923415; SILVA, Leticia Sanches; http://lattes.cnpq.br/1732679394283017
    Establishing a historical relationship with professional practices carried out in the past tends to develop better current practices aiming at the production of efficient forms of teaching and learning, on a permanent basis. In this context, UFOPA stands out as a regional reference in the production of studies and research on Mathematics Teaching. Because there are no records and memories of the activities developed, some projects remain anonymous, as is the case of the actions carried out at LAPMAT. The main objective of this work is to investigate which actions were developed in the period from 2009 to 2020 at LAPMAT of UFOPA and what were the contributions, resulting from these actions to Mathematics Education in the region. This is qualitative research, configured as a documentary research and elements of narrative research and oral history. For the analysis, based on a record of testimonies, through questionnaires and interviews, the interviewees were distributed into three categories: scholarship holders, basic education teachers and university professors. We identified the actions that were developed in the selected period, through the scientific record of the training actions and the survey of the actions carried out, in addition to verifying the contributions of such actions, carried out by LAPMAT, to Mathematics Education in the region. The research allowed a deep understanding of how the practices developed by the laboratory impacted both undergraduates and teachers in basic and higher education. In addition, the documentary survey made it possible to record the trajectory of the laboratory, highlighting the volume and scope of its main actions. This process allowed a detailed mapping of relevant projects, evidencing the promotion of diversified pedagogical practices.