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, Curricularização da extensão e mudanças climáticas no Instituto Esperança de Ensino Superior – IESPES: o Programa 1,5ºc em destaque!(Universidade Federal do Oeste do Pará, 2025-09-11) XABREGAS, Quézia Fragoso; BRASILEIRO, Tania Suely Azevedo; https://orcid.org/0000-0002-8423-4466; http://lattes.cnpq.br/7125374751055075; http://lattes.cnpq.br/8796483820380884; CAEIRO, Sandra Sofia Ferreira da Silva; http://lattes.cnpq.br/4573765429578118; MCCOWAN, Tristan L Harvey; SADALA, Klaudia Yared; http://lattes.cnpq.br/2020513515828864; FERREIRA, Ediene Pena; http://lattes.cnpq.br/5534688833865842; BARBA, Clarides Henrich de; https://orcid.org/0000-0002-2950-9033; http://lattes.cnpq.br/4572407003327880; SANTOS, Jocyleia Santana dos; https://orcid.org/0000-0003-2335-121X; http://lattes.cnpq.br/8198025782417839Climate change has caused concern worldwide. Faced with this scenario, which impacts everyone, it is necessary for higher education institutions to assume their role in training future professionals, who are co-responsible for the Earth's climate. In this sense, this doctoral thesis aims to analyze the Program 1.5°C and its impact on the curricularization of extension activities at the Instituto Esperança de Ensino Superior (IESPES). This program seeks to promote actions, projects, and events within the curricularization of extension activities, emphasizing the promotion of measures to combat climate change. hus, the specific objectives assumed in this study are: to raise and discuss the perception of students and teachers at IESPES regarding the socio-environmental role of universities in adapting to and mitigating climate change; to report on the creation, implementation, and deployment process of the Program 1.5°C in the curricularization of extension activities at IESPES; to map projects, actions, activities, and/or events of the extension program that are favorable to the climate and life on the planet, developed in the communities, neighborhoods, and/or institutions participating in the curricularization of extension activities at IESPES; to describe and analyze the challenges, contributions, and impacts of the Program 1.5°C according to the perception of students and extension teachers at IESPES. This research is bibliographic, documentary, and empirical, with the Instituto Esperança de Ensino Superior (IESPES) as the locus of the case study, of an ethnographic nature and a qualitative-quantitative approach, developed in two phases: the first, of a diagnostic nature, applied the standard questionnaire of the International Project “Climate-U” on the role of HEIs in addressing climate change to all students and teachers in the 2023.2 semester, generating a sample of 316 students and 31 teachers. In the second phase, of the 374 students who entered in the 2023.1 semester, 205 of them and the 4 extension teachers responded to the evaluation questionnaire of the Program 1.5º C, which verified its impacts, contributions and challenges. The data produced were treated using Bardin's content analysis and the data triangulation technique was applied. Regarding the results of the systematic review using the SSF method, the scarcity of articles on the curricularization of extension and climate change (2) indicates the novelty of the study. Regarding the documentary analysis of the HEI locus of the study and its historical process, there are elements to continue to "hope in the Amazon". Regarding the first phase of the empirical study, the diagnosis among the students and professors surveyed about the role of the university in addressing climate change, there is a high degree of agreement among them, indicating its proactivity in this process. Scholars in the Climate-U context reinforce that interdisciplinarity is strategic in combating climate change and its consequences, connecting science, local communities, and public policies. As for the evaluation of the Program 1.5°C and its 52 extension activities, the results demonstrate a positive impact on 71% of the student extension participants surveyed, causing them to change their perception and attitude regarding climate change, and 75% of the professors reported a transformation in their habits and professional growth after experiencing pedagogical practices in engaging with the climate debate. We also observed that the impacts provided by the Program reached the personal, academic, and professional development of students, teachers, and other participants involved in this extension process. Thus, the analyzed data reveal how fundamental it was to add the Program 1.5ºC to the curricularization of extension, whose socio-environmental aspect is climate change, transcending the walls of IESPES. With this, we reaffirm the relevance of the role of HEIs in the implementation of institutional policies that promote critical-reflective and participatory training, through interdisciplinary and inter-course extension actions, in favor of the Earth's climate, especially in the Amazon.Item type:Item, Revisitando a literatura sobre educação de jovens e adultos(Universidade Federal do Oeste do Pará, 2022) OLIVEIRA, Beatriz Santos; LIMA, Maria de Fátima Sousa; http://lattes.cnpq.br/3668328481213979Item type:Item, As interações linguísticas entre surdos e ouvintes no ensino regular no município de Santarém - Pará(Universidade Federal do Oeste do Pará, 2022) VIEIRA, Jennifer karine Lima; CAVALCANTE, Eleny Brandão; http://lattes.cnpq.br/1141653940885751; http://lattes.cnpq.br/4448756312207203This work is the result of a research of continued scientific initiation, in the city of Santarém - PA and is linked to the Group of Studies and Research in Education of the Deaf (GEPES). Through it, we sought to understand how the practices of linguistic interactions between deaf and hearing students occur in regular education classrooms and in the Specialized Educational Assistance (AEE) room, realizing how these interactions happen and identifying the subjects and spaces of the environment. of the regular school in which the use of sign language is most favored. As Decree n. enables the access and use of sign language in their school environment and with the deaf enrolled. It is characterized as a qualitative research, having two schools of the municipal education network of Santarém as locus, for data collection was carried out: bibliographic survey; observations in the regular classroom and in the Specialized Educational Service; semi-structured interview with 4 teachers from regular education and a teacher from AEE. Data analyzes were based on theorists such as: Cavalcante (2014), Machado (2010), Lodi, Lacerda (2009), Bastos (2008), Duarte (1993), among other authors who deal with the education process of deaf people in regular education. It was found, through the research, that Libras is very important so that communication between deaf and hearing people is possible, there are other forms of communication between them, however, it is not the only channel of communication between them, and the interaction can be be done through the mediation of another person, the deaf's colleagues and the AEE professional himself, who knows Libras and can help in the contact. The strategies for these interactions are varied and necessary for the teaching and learning of the deaf to be fully achieved, this reality ends up being a challenge for teachers who without training need to teach and guarantee an integral education for all students.Item type:Item, A identidade e trajetória do cuidador social em uma instituição de acolhimento no município de Santarém-Pará(Universidade Federal do Oeste do Pará, 2022) ARAÚJO, Katrine Moraes de; LAUER-LEITE, Iani Dias; http://lattes.cnpq.br/0389466272108471; http://lattes.cnpq.br/8158593537574592Esse trabalho teve como objetivo analisar a identidade e a trajetória do educador/cuidador social no contexto de acolhimento institucional, em uma instituição de acolhimento no município de Santarém, Pará. Participaram da pesquisa 13 cuidadores, com idades entre 36 e 41 anos, sendo 6 homens e 7 mulheres, trabalhando na Casa de Acolhimento de Santarém em média 4 anos. A coleta de dados foi realizada mediante questionário sociodemográfico e entrevistas individuais. O roteiro de entrevistas foi composto por 7 questões que versavam sobre a identidade, o tempo como cuidador, práticas e trajetória profissional. Para os dados sociodemográficos foram realizadas análises descritivas. Os dados das entrevistas foram gravados, transcritos e analisados mediante a técnica do Discurso do Sujeito Coletivo. Os principais resultados encontrados foram: quanto à trajetória foram encontradas 3 ideias centrais: busca por emprego, amor e convite de trabalho. Quanto à identidade do educador social, foram encontradas 3 ideias centrais: pai e mãe, figura paterna e materna e garantidor de direitos. Quanto às práticas profissionais configuraram-se 5 ideias centrais: vivências diárias, paternidade ou maternidade, respeito, capacitação e amor. Os resultados contribuem para reflexões de pesquisadores que visam e buscam uma melhor compreensão da educação não formal em ambientes de acolhimentos institucionais, com foco no cuidador/educador social, levando em conta que é este profissional que ocupa por tempo indeterminado um espaço na vida de crianças e adolescentes abrigados.Item type:Item, Formação escolar e esportiva: é possível conciliar?(Universidade Federal do Oeste do Pará, 2022) MACÊDO, Dominique de Nazaré Cavaleiro de; COUTO, Hergos Ritor Fróes de; http://lattes.cnpq.br/4185846607001228