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  Fazendo sua história na Universidade perspectivas e políticas de e para pessoas com deficiência (PCDs) na UFOPA

  (Universidade Federal do Oeste do Pará, 2021) PEREIRA, Elmara Maria Costa; ALEXANDRINO, Wania; https://orcid.org/0000-0002-7106-3995; http://lattes.cnpq.br/3899154572393491; http://lattes.cnpq.br/6641587520049830; : MORTA, Carina da Silva; CORRÊA, Lademe de Sousa

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  The present work aimed to analyze and present the profile of university students with disabilities at the Federal University of Oeste do Pará. It deals with the inclusion and accessibility policies created from the federal government's REUNI program in 2009 – promoting access and democratization to education higher than historically excluded social groups. This work is the result of a survey carried out between January 2020 and June 2021, focusing in particular on People with Disabilities (PCDs), monitoring admission based on quota policies and pedagogical monitoring on the campus of Santarém-PA . From interviews, data analysis pointed to the challenges faced by public higher education in the interior of the Amazon and the reality in which they are inserted. It is argued that accessibility and inclusion are urgent issues that deserve attention from public (and private) educational institutions, in particular higher education, aiming to resolve inequalities. In this sense, such academic production is important, from the perspective of History and Education, we can follow how the teaching and learning policies for People with Disabilities take place.

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  Catálogo de atividades bilíngues para a educação de surdos

  (Universidade Federal do Oeste do Pará, 2026) BRITO, Higor Pereira de

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  Política educacional e desenvolvimento sustentável: desafios do ifam frente as demandas de sustentabilidade social em Manacapuru – Amazonas

  (Universidade Federal do Oeste do Pará, 2025-02-21) PAIVA, Alciane Matos de; MACIEL, Antônio Carlos; https://orcid.org/0000-0003-0250-4213; http://lattes.cnpq.br/8865923724231718; https://orcid.org/0000-0002-3228-4728; http://lattes.cnpq.br/9423179857790263; SOUZA, Maria de Fátima Matos de; https://orcid.org/0000-0003-0214-8941; http://lattes.cnpq.br/4562453070537953; JACOMELI, Mara Regina Martins; http://lattes.cnpq.br/6003094386100316; BARROS, Josemir Almeida; https://orcid.org/0000-0002-2687-6575; http://lattes.cnpq.br/3625890466420467; ZUIN, Aparecida Luzia Alzira; https://orcid.org/0000-0002-5838-2123; http://lattes.cnpq.br/1584841068017210

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  This study aims to analyze the challenges faced by the Instituto Federal do Amazonas (IFAM) – Manacapuru Campus, in the state of Amazonas, in the face of the demands for social sustainability in the municipality, considering the development policy and educational policy that created it. Given this relationship between educational policy and development policy, the research problem arose: has the educational policy of IFAM, through its courses in Digital Game Programming, Fisheries Resources, Computer Science, Administration, Sales, Internet Computer Science, and Aquaculture, been aligned with the demands for social sustainability in Manacapuru? Methodologically, a historical-critical analysis was adopted, based on historical-dialectical materialism, based on studies of social, economic, and educational relations on the subject, in the search for understanding the historical conditions, in their contradictions, of the IFAM Advanced Campus to meet the demands for social sustainability in the municipality of Manacapuru. Thus, the theoretical approach of the research emphasizes the analysis of Brazilian economic development policies, to be anchored in the sustainable development policy, in order to support the understanding of the actions of the Federal Institute. As a result of this option, it was necessary to historically review the economic development policies adopted from the 1930s, when capitalism established in the country broke with the agro-slavery model, until the present, when sustainable development policies are opposed to economic development policies, in order to explain how these development policies influence educational policies. The results show that the courses offered by IFAM-Manacapuru are aligned with the demands of social sustainability in the municipality, contributing to the training of professionals capable of facing local challenges and the job market in the areas of Information and Communication Technology, Management and Business, and Natural Resources. Furthermore, the historical analysis reveals the economic development policy and strategies adopted in the first two decades of the 21st century, from which the IFAM Campus Manacapuru was born in 2014. The research also highlights the importance of integrating social sustainability as a pedagogical purpose into the curriculum, ensuring that IFAM meets the expectations and needs of the Manacapuru community. Finally, the historical-critical analysis, based on historical-dialectical materialism, allowed a comprehensive understanding of the social, economic and political relations of the educational context in which IFAM is located, in order to face the educational challenges posed by the sociocultural reality of Manacapuru. With this, it is expected that this study will contribute to the improvement of educational policies that seek social sustainability and sustainable development for the Amazon region.

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  Composição química e efeitos neurofarmacológicos de óleos essenciais da Amazônia Brasileira

  (Universidade Federal do Oeste do Pará, 2025-04-08) SILVA JÚNIOR, Antônio Quaresma da; SANTOS, Gabriela Bianchi dos; https://orcid.org/0000-0001-5041-4074; http://lattes.cnpq.br/4004347359096815; MOURÃO, Rosa Helena Veras; https://orcid.org/0000-0003-0100-644X; http://lattes.cnpq.br/7166770916937434; https://orcid.org/0000-0003-3737-4981; http://lattes.cnpq.br/5711274824709966; CARVALHO, José Carlos Tavares; https://orcid.org/0000-0003-3662-9794; http://lattes.cnpq.br/4251174810000113; MAIA, José Guilherme Soares; http://lattes.cnpq.br/1034534634988402; SILVA, Joyce Kelly do Rosário da; https://orcid.org/0000-0002-9351-876X; http://lattes.cnpq.br/2278686174214080; SARRAZIN, Sandra Layse Ferreira; http://lattes.cnpq.br/5959864211184582

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  The aim of this study was to determine the volatile constituents and neuropharmacological profile of essential oils (EO) from aromatic plants in the Lower Amazon region, as well as to conduct molecular docking studies with the major EO compounds to elucidate ligand-receptor interactions with the enzyme acetylcholinesterase (AChE). A screening of essential oils was carried out using the Bioprospecting and Experimental Biology Laboratory (LabBBEx) collection at the Federal University of Western Pará (UFOPA), in which a total of twelve oils were tested for their AChE inhibitory capacity. Of these, five samples were selected for further study due to their inhibitory effect on the enzyme: Lippia origanoides, Curcuma longa, Zingiber officinale, Myrcia sylvatica, and Lippia alba (with three chemotypes: citral, carvone, and linalool). Anticholinesterase tests were performed in vitro using bioautography and Ellman's quantitative assay. The chemical composition of the EOs was determined by gas chromatography-mass spectrometry (GC-MS), and molecular docking was carried out with the major components to assess their interactions with the active site of AChE. This work is divided into four chapters. Chapter 1 evaluates the anticholinesterase activity of Lippia alba essential oil from three chemotypes: citral, carvone, and linalool, as well as their combinations. All chemotypes showed significant activity, with carvone being the most potent (IC₅₀ = 0.1 μg/mL). Docking studies revealed interactions between the main constituents and AChE residues, indicating the species’ biotechnological potential. Chapter 2 addresses the anticholinesterase activity of Curcuma longa and Zingiber officinale essential oils, tested both individually and in combination. The oils showed AChE inhibition with IC₅₀ values of 0.33 and 0.38 μg/mL, respectively, while the combination resulted in reduced inhibitory effect (IC₅₀ = 0.64 μg/mL). The major constituents interacted with the AChE active site. In Chapter 3, the essential oil of Myrcia sylvatica was investigated not only for anticholinesterase activity but also for anxiolytic and antidepressant effects through inhalation in an animal model, since this species is traditionally used by the local population for well-being. The oil significantly reduced anxiety- and depression-like behaviors without impairing memory, learning, or motor coordination. Additionally, it demonstrated in vitro anticholinesterase activity (IC₅₀ = 0.47 μg/mL), suggesting therapeutic potential for cognitive conditions related to AChE. Chapter 4 explores the AChE inhibitory effect of Lippia origanoides essential oil, its isolated major compound (carvacrol), and its nanoformulation. Molecular docking analysis indicated interactions between the main compounds and AChE. In silico tests showed favorable pharmacokinetic profiles, including good blood-brain barrier penetration. The nanoformulation of Lippia origanoides EO showed enhanced stability and higher bioactivity against AChE compared to the individual oil and carvacrol, highlighting its potential as a promising candidate for the development of natural therapies for neurodegenerative diseases. The results demonstrate the neuropharmacological potential of essential oils from Amazonian aromatic plants, particularly in the development of alternative therapies for Alzheimer’s disease and other neurological disorders such as anxiety and depression

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  Entre mundos: as proposições e implicações que emergem dos estudos de educação escolar indígena

  (Universidade Federal do Oeste do Pará, 2025-08-21) OLIVEIRA, Luanna Cardoso; SANTOS, Zair Henrique; http://lattes.cnpq.br/0337926418959819; BRITTO, Luiz Percival Leme; https://orcid.org/0000-0001-6825-7927; http://lattes.cnpq.br/7025845426035988; https://orcid.org/0000-0003-0118-422X; http://lattes.cnpq.br/1964272226375101; COUTO, Hergos Ritor Fróes de; http://lattes.cnpq.br/4185846607001228; CARVALHO Luciana Gonçalves de; https://orcid.org/0000-0001-7916-9092; http://lattes.cnpq.br/9870905738650852; VIZOLLI, Idemar; http://lattes.cnpq.br/2358634787077252; FRANÇA, Luciana Barroso Costa; http://lattes.cnpq.br/4740713294521845

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  Indigenous school education (EEI) has a long historical process—more than that, the historical struggle for the affirmation of indigenous peoples and their active participation in social life, whether within or outside their territories, spans centuries. After the promulgation of the Federal Constitution of 1988, discussions about EEI expanded significantly, both legally and academically. In the legal sphere, the right to school education from an intercultural, bilingual, specific, and differentiated perspective was strengthened by a series of laws, ordinances, resolutions, and regulations. In Brazilian academic production, there has been a continuous expansion of studies developed in the most diverse areas of knowledge, especially from the second half of the 1990s onward. In the field of education, studies on EEI have diversified, with recurring themes such as the historical movement of EEI in Brazil, reflections on advances, challenges, and bureaucracies in the consolidation of acquired rights, accounts of experiences regarding “differentiated and intercultural schools,” “differentiated curriculum,” teaching materials, and the articulation of knowledge. Considering the extensive academic production and the historical process marked by deep tensions and contradictions, we seek to investigate how these works propose the concepts of EEI and the dialogue between indigenous culture and Western perspectives in education. Our study aims to contribute to deepening the conceptual reflection on the EEI process itself, not limiting itself to reproducing what is established within the Brazilian bibliographical production in the studied field but rather questioning it. The searches for these works were initially conducted using keywords specific to the field and were expanded throughout the research. We organized a study corpus specifically composed of articles published in interdisciplinary journals in the fields of education and anthropology, among others. Through two categories, we analyzed and identified the most frequent propositions, called recurrences (R), and the sporadic propositions, called dissonances (D). We present the ways in which the concepts are addressed in these works and their main conceptual implications. From our analyses, we observed that the works propose EEI in a diversified way; regarding the concept of indigenous education (EI), there is a certain consensus in the propositions. As for the dialogue between indigenous and Western culture, when mentioned in the works, it is presented in a fragmented and superficial manner, as a part or complement in the works, with rare exceptions where this issue is taken as a whole.

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