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, Atividades contextualizadas de matemática para o ensino de jovens e adultos(Universidade Federal do Oeste do Pará, 2022) MACHADO, Antônio Ítalo de Jesus; SANTOS, Lilian Cristiane Almeida dos; https://orcid.org/0000-0002-2871-7631; http://lattes.cnpq.br/7382782107751169; http://lattes.cnpq.br/7129240071319967This research aimed to investigate whether contextualized activities containing fundamental operations facilitate and/or contribute to the understanding of students enrolled in the EJA modality. Specifically, it sought to elaborate and apply exercises that can show and work with local reality and identify whether the use of everyday life will facilitate the understanding of mathematics in the classroom. The methodology of the research was a qualitative one, where bibliographic research was carried out with the help of books, articles and the Internet, where information on the theme was collected and data was collected through observations and the application of questionnaires composed of open questions and a field diary for taking notes of the observations. The target audience of the research were students enrolled in the EJA modality in four schools of the public school system of Santarem-PA. After data collection, a descriptive analysis was carried out. The contextualized questions were well received by the students and supervising teachers. In general, the students knew how to solve the questions mentally, but had difficulty in writing the correct result of the analyzed questions. After the application of the contextualized activities and the analysis of the results, we conclude that mathematical reasoning is present in many activities that man performs daily and accompanies him within society, for without it we cannot propose a development of critical character and that using everyday life that matches the local reality in math classes helps in the participation and evolution in the student's learning.Item type:Item, O Tangram como recurso metodológico para ensino de álgebra: reflexões acerca da experiência vivenciada na EJA(Universidade Federal do Oeste do Pará, 2021) OLIVEIRA, Francisco Vilson Ferreira de; Hamilton Cunha de Carvalho; http://lattes.cnpq.br/1744251734923415; SANTOS, Rudinei Alves dos; https://orcid.org/0000-0001-6214-3726; http://lattes.cnpq.br/9365709399373081; RODRIGUES, Aroldo Eduardo Athias; http://lattes.cnpq.br/5676701244367080This research addresses the use of Tangram for teaching Mathematics in EJA classes - Youth and Adult Education, from the perspective of a viable resource to teach Mathematics in the classroom, as it is a material with the idea of simple adaptation content and objectives, in addition to arousing students' interest, curiosity and reasoning. Further stimulating knowledge and assisting in the teaching and learning process. The objective is to present the importance of Tangram as a playful resource, and also to show it as a facilitating tool in the teachinglearning process of the mathematics discipline for EJA students. The research is exploratory, bibliographical and field type, carried out at the State Elementary and High School, located in the municipality of Santarém, in the State of Pará, with the EJA classes of that School. The analysis was performed using the qualitative descriptive analytical method. It was found that Tangram has great potential for the development of mathematical concepts and that teacher and student, when using this resource through observation and handling, manage to achieve the learning goals, once the difficulties and challenges of handling the object are overcome. concrete, proposed not only as a methodological object for the teaching of Mathematics, but also as a creative activity aimed at confection and subsequent handling of playful material for the teaching-learning process.Item type:Item, A mulher da Amazônia na personagem Maria na obra Maria de todos os rios, de Benedicto Monteiro(Universidade Federal do Oeste do Pará, 2023) SANTOS, Rositânia Amaral dos; SOUSA, Odenildo Queiroz de; http://lattes.cnpq.br/6567133029459541; PACHECO, Terezinha de Jesus Dias; http://lattes.cnpq.br/3683178325807814; SOUSA, Ormano Queiroz de; https://orcid.org/0000-0002-1281-1949; http://lattes.cnpq.br/9512135594461883In the present course conclusion assignment, through literary analysis, an approach was made to the woman of the Amazon, with the main reference being the character Maria in the work "Maria de todos os rios" by the writer Benedicto Monteiro (1995), considering that the novel presents, in addition to the lascivious and sensual content, a critical content, from the perspective of the protagonist, regarding the highly patriarchal and sexist social organization and cultural aspects that subject women to the condition of submission to the male gender. In this sense, the work was developed through research and bibliographic review on historical aspects of occupation and social composition of the Amazon, as well as an analysis of the historical formation of women considering different societies and time periods that, to some extent, influence the behavior and characterization of Amazonian women, based on data and theoretical arguments that justify or reaffirm the critical analysis described from the study of Benedicto Monteiro's book (1995). For research, reference and consultation purposes, were considered authors such as Bertha Becker (2015), João Carlos Meirelles Filho (2004), Darcy Ribeiro (1995), Célia da Costa (2015), Peter Stearns (2007), among others. Thus, through the necessary research for the preparation of this work, it was possible to establish a new perspective on the female issue in the region and how these social and cultural aspects are found not only in the Benedicto Monteiro’s literary narrative (1995), but are highly prevalent in the reality of Amazonian women, from which the author based himself to elaborate his fictional work. Therefore, it was possible to analyze, from a literary standpoint, how the author addresses the social and cultural issues that have been constructed over the years regarding women in the Amazon and that are highly prevalent in the reality of Amazonian women.Item type:Item, O aluno surdo e a aprendizagem de inglês na escola pública regular: um estudo de caso comparativo(Universidade Federal do Oeste do Pará, 2023-07-14) PETRY, Mateus Enrique da Silva; HALL, Silvia Cristina Barros de Souza; https://orcid.org/0000-0002-4299-2867; http://lattes.cnpq.br/1900825503546910; http://lattes.cnpq.br/3911663712655647; VALE, Maria Conceição Queiroz; http://lattes.cnpq.br/7981539413406178; CALIXTO, Hector Renan da Silveira; http://orcid.org/0000-0002-4227-6625; http://lattes.cnpq.br/6182933185577584The present research sought, through a case study - concept of Yin (2001, 2005) - to investigate the learning of English as a foreign language subject for deaf students in high school mainstream education. This study presents the experiences of four deaf people: two who have already gone through high school mainstream education and two who are currently attending it, and aims to introduce and compare past and present, as well as the positive or negative changes that have occurred in English classes for these students, mentioning the complement in the teaching and learning process carried out by Specialized Educational Assistance (SEA) in the school experience of these four participants. The method of data generation was a structured interview recorded on video, in which each of the participants answered five questions about the English classes in the mainstream period and their worldviews about the language. As for the results, it was found that there have been good changes in the teaching and learning of English in mainstream education, as the current students are in classrooms where, as far as possible, it is sought to engage them in classes, respecting their learning culture through visual resources, using the Brazilian Sign Language as a bridge tool in learning an additional language, as well as the use of technological resources, and the assistance of the internet, which contribute to the accomplishment of classes and other activities. The main theoretical frame of reference that underpinned this research were Almeida Filho (2010), Perlin (2014), Quadros (2019), Skliar (2012) and Spasiani (2018).Item type:Item, O TikTok como ferramenta na aprendizagem de inglês como língua adicional: uma revisão de literatura(Universidade Federal do Oeste do Pará, 2023-07-10) PEREIRA, Alice da Silva; HITOTUZI, Nilton Varela; https://orcid.org/0000-0003-4456-5903; http://lattes.cnpq.br/4003203255202143; http://lattes.cnpq.br/3541542280464064; LAMBERTS, Denise Von Der Heyde; http://lattes.cnpq.br/5231207849925768; COSTA, Raimundo Nonato Vieira; https://orcid.org/0000-0002-1806-1376; http://lattes.cnpq.br/1878769515199141The proliferation of TikTok usage on an international level has favoured its application in the field of education, especially in language teaching and learning processes. Given its status as a lingua franca, English is massively used as a means of content dissemination via TikTok in different parts of the world. However, through a preliminary search, it was found that there is a scarcity of research synthesis regarding the use of this application in the English as an additional language (EAL) classroom, which motivated the research addressed in this article. In the form of a literature review, the research was guided by principles of Systematic Literature Review and aimed to describe how the TikTok application has been used in the EAL classroom and what the learning benefits are from its use. For the search, selection, and extraction of written productions to compose the research corpus from databases stored on the World Wide Web, an adaptation of the research protocol model developed by Sarah Visintini was employed. After conducting some preliminary analyses based on retention and discard criteria, the final research corpus consisted of eight peer-reviewed articles. The thematic analysis method proposed by Virginia Braun and Victoria Clarke was employed in the analysis process of the retained texts. The results suggest that TikTok can be effective in promoting the development of speaking skills and expanding the vocabulary repertoire of EAL students. Additionally, the use of the application can help keep them focused on classroom activities. More comprehensive searches in online databases, involving diverse mechanisms, can generate robust corpora, enabling broader and more in-depth analyses and discussions about the pedagogical use and benefits of TikTok in the EAL classroom.