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

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    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/2944146206559740
    This 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.
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    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/0002949972952826
    This 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.
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    Longevidade em alta, previdência em risco: uma análise da pressão demográfica so- bre o sistema previdenciário brasileiro
    (Universidade Federal do Oeste do Pará, 2025-12-09) MARTINS, Gustavo Henrique Gonçalves; 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; CARVALHO, Abner Vilhena de; https://orcid.org/0000-0003-3501-6611; http://lattes.cnpq.br/8971980101556291
    This Undergraduate Thesis aims to analyze how the process of population aging and its structural transformations exert pressure on the sustainability of the Brazilian Social Security System, assessing its impacts on the dependency ratio, the volume of benefits granted, and the contributory capacity of the population. The research is guided by the following problem statement: Considering the accelerated aging of the Brazilian population, in what ways does the transformation of the age structure place pressure on the financial and actuarial sustainability of the Brazilian Social Security System? Furthermore, to what extent have recent pension reforms been able to respond to these challenges? The methodology adopted is characterized as a descriptive and analytical study, employing both qualitative and quantitative approaches, and grounded in bibliographical and documentary research. Secondary data were drawn from the 2010 and 2022 Demographic Censuses (IBGE), the Social Security Statistical Yearbooks (2020 and 2024), the RGPS Statistical Panel, and official documents from the Ministry of Social Security and the Ministry of Finance. The main results demonstrate that the decline in fertility and birth rates, combined with rising life expectancy, accelerates the aging process in Brazil, producing an older age structure with a smaller proportion of individuals in contributory age groups. The age pyramid reveals a consistent narrowing of the younger cohorts and an enlargement of the older segments, reinforcing the trend of an expanding elderly population. Consequently, although the contributory capacity increased—reflected in the rise in the number of active contributors across all major regions—this growth has been insufficient to offset the faster pace of beneficiary expansion in some areas. The social security dependency ratio remained high, indicating that despite gains in contributory participation, the system continues to be strained by the speed of demographic transition.
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    Enfermidade, medo e decadência em Edgar Allan Poe: uma análise de “O baile da morte vermelha” e “A queda da casa de Usher”
    (Universidade Federal do Oeste do Pará, 2026-09-22) LIMA, Flávia Zulêde Silva; Paola Piovezan Ferro; Larissa Beatriz de Andrade Aguiar; http://lattes.cnpq.br/0268786341857801; Terezinha de Jesus Dias Pacheco; http://lattes.cnpq.br/3683178325807814
    This study analyzes the representation of illness, fear, and decadence in the short stories “The Masque of the Red Death” and “The Fall of the House of Usher”, by Edgar Allan Poe, considering their elationship with the historical and cultural context of the nineteenth century in the United States. The research adopts a qualitative and bibliographical approach, with an interpretative analysis of the short stories, organized around three main axes: illness, fear, and decadence. In “The Masque of the Red Death”, illness appears as a collective plague, marked on the body and crossed by social effects, especially by the separation between those who can seek protection and those who remain exposed to risk. In “The Fall of the House of Usher”, illness assumes an intimate and psychological dimension, associated with nervous disease, hypersensitivity, family ruin, and the instability of domestic space. The analysis also shows that fear acts as a structuring force in both narratives, appearing either collectively or as an inner experience of disorientation and threat. Decadence, in turn, emerges as a consequence of illness and fear, expressed in the ruin of the house, in the exhaustion of the family lineage, and in aristocratic excess in the face of calamity. It is concluded that Poe uses gothic elements not only to produce horror, but also to reveal human, social, and moral fragilities, making his short stories significant for thinking about experiences of instability, finitude, and collapse.
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    Uma proposta de aprendizagem de inglês ativa na socioeducação: sob o manto do perito de Dorothy Heathcote
    (Universidade Federal do Oeste do Pará, 2025-05-26) PALMEIRA, Irley de Brito; HITOTUZI, Nilton Varela; https://orcid.org/0000-0003-4456-5903; http://lattes.cnpq.br/4003203255202143; http://lattes.cnpq.br/6300595992482044; HITOTUZI, Nilton Varela; https://orcid.org/0000-0003-4456-5903; http://lattes.cnpq.br/4003203255202143; LAMBERT, Denise Von Der Heyde; MENEZES, Juliana Cunha
    In Brazil, socio-educational institutions play a vital role in the social and educational inclusion of adolescents in vulnerable situations, especially those in conflict with the law. Although there is a growing recognition of the importance of English language teaching in such contexts, research addressing specific methodologies for this purpose remains scarce. This study seeks to fill this gap by proposing the use of the Mantle of the Expert (MoE) – originally a teaching technique developed by Dorothy Heathcote – as an approach to teaching English in socio-educational units. The general objective of the research was to identify the theoretical foundations of MoE and demonstrate its applicability to English teaching and learning, aligned with the skills outlined in the Brazilian National Common Curricular Base (BNCC), targeting adolescents in socio-educational custody. The theoretical framework draws on the principles of Freire’s critical pedagogy (1996, 2019) and Kumaravadivelu’s pedagogy of possibility (2001), emphasizing critical awareness, identity construction, and active student participation. It also drew upon Heathcote’s dramatic pedagogy (1994) and contributions from Dewey (1997, 2007), Freire (2014), Ausubel, Novak, and Hanesian (1980), Ausubel (2000), Piaget (2006), and Vygotsky (2000), all of whom advocate for experiential and meaningful learning. The research, qualitative in nature, was grounded in Educational Design Research (McKenney and Reeves, 2012), specifically leveraging its analysis and exploration, design, and construction phases. A literature review was conducted on the theoretical foundations of MoE, along with a documentary analysis of the BNCC’s English language skills and a contextual description of Brazilian socio-educational institutions. Based on this, four interdisciplinary teaching units were developed using the backward design model by Wiggins and McTighe (2005), covering the themes of social inequality, regional cuisine, sustainability and the environment, and scientific inquiry. Each unit presented fictional scenarios in which students took on expert roles to solve complex problems, using English as a communicative tool. Although the units have not yet been tested due to institutional limitations, the study suggests the potential of the MoE for developing communicative, cognitive, and socio-emotional skills, in addition to promoting students’ engagement in critical thinking. It’s concluded that the methodology is compatible with the objectives of socio-education and presents itself as a viable alternative for transforming traditional pedagogical practices into active, contextualized, and meaningful experiences, which strengthen youth protagonism and social inclusion. For future studies, the implementation and practical evaluation of the developed units are recommended.