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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    Construção e Aplicação de Módulo Didático de Óptica no Centro Estadual de Educação de Jovens e Adultos (CEEJA) de Santarém-Pará
    (Universidade Federal do Oeste do Pará, 2024-04-16) CAMPOS, Madalena Andrade; PANTOJA, Glauco Cohen Ferreira; http://lattes.cnpq.br/7959130432938834; http://lattes.cnpq.br/2013857571369689; PANTOJA, Glauco Cohen Ferreira; http://lattes.cnpq.br/7959130432938834; KALHIL, Josefina Diosdada Barrera; https://orcid.org/0000-0003-1470-7608; http://lattes.cnpq.br/3175179523669781; CABRAL, Alex Junior de Freitas; https://orcid.org/0000-0001-9753-4129; http://lattes.cnpq.br/9461734167915661
    Educators in Youth and Adult Education (EJA) are aware of the difficulties of teaching the contents of the curriculum proposed by the Ministry of Education. When it comes to Physics, the challenges are even more complex, since educators are faced with outdated teaching materials, which contributes to students' lack of interest in the subject. In order to reduce the traditional teaching practice in Physics, this work aims to propose and apply an alternative, potentially significant, instructional teaching material on Geometric Optics, to be used as support by Physics teachers at the State Center for Youth and Adult Education (CEEJA) in Santarém - Pará. The proposed material is aligned with David Ausubel's programmatic principles of meaningful learning, which include sequential organization, consolidation, progressive differentiation, and integrative reconciliation. These principles aim to enable students to learn substantively and non-arbitrarily. To solve the problem of the teaching material used at CEEJA/Santarém, which was considered inadequate for the teaching-learning process of the Physics discipline, an educational product was constructed structured in four chapters: Fundamental Concepts of Optics, Principles of Geometric Optics, Plane Mirror and Spherical Mirror. The material also includes tables that relate physics to everyday life, consolidation exercises, solved questions and a conceptual map of the topics, in order to allow students to relate their previous knowledge to new knowledge in a substantive and relevant way. Regarding the methodology, the research was conducted with students from the public high school system of CEEJA/Santarém. The research work is classified as follows: regarding the purpose, it is applied; regarding the objectives, it is descriptive; regarding the approach, it is qualitative; regarding the method, it is inductive and the data collection procedure is the case study. Data collection took place on different dates in June 2022. The instruments used for data collection were questionnaires and interviews. The results of the research were satisfactory and prove that the proposal defended by David Ausubel, of adopting a potentially significant teaching material as a pedagogical tool in classes of any subject, promotes the acquisition of meanings in the cognitive structure of individuals, consolidating meaningful learning.
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    Utilização do software tracker como instrumento de aprendizagem significativa do movimento retilíneo e uniforme
    (Universidade Federal do Oeste do Pará, 2024-12-05) MORAES, Wanderson do Sacramento; CABRAL, Alex Junior de Freitas; https://orcid.org/0000-0001-9753-4129; http://lattes.cnpq.br/9461734167915661; http://lattes.cnpq.br/5846531196704803; CABRAL, Alex Junior de Freitas; https://orcid.org/0000-0001-9753-4129; http://lattes.cnpq.br/9461734167915661; PASCHOAL JUNIOR, Waldomiro Gomes; https://orcid.org/0000-0002-2348-1244; http://lattes.cnpq.br/8021271825437480; ALMEIDA, Rodolfo Maduro; http://lattes.cnpq.br/1527651015984510
    This study presents a proposal for a Didactic Sequence, where the Tracker Software is used as a Meaningful Learning instrument in teaching the object of knowledge, Rectilinear and Uniform Movement, to students in the 1st year of High School, in a State public school located in the urban area of municipality, along Transamazônica, BR-230, West of Pará, one thousand (1000) kilometers away from the capital Belém and two hundred and twenty (220) kilometers from Santarém. Its purpose is to awaken students' interest in the Physics subject, using technologies and programs such as Tracker software, to improve learning performance in Physics teaching. As a theoretical reference for developing the didactic sequence, the Meaningful Learning Theory of Ausubel (1963), Masini and Moreira (2017) is used. The data were produced from interviews with six Physics teachers from the State High School located along Transamazônica, BR 230 and fifteen student teachers from the Professional Master's Degree in Physics Teaching at the Federal University of Western Pará. The results indicate that the Software Tracker, used as a significant learning instrument for teaching Physics, is a dynamic and very promising approach because it is accessible and versatile, in addition to the interest it arouses in students, considering the dynamics of classes that allow the student to be the builder of their own learning. The research generated a Didactic Sequence structured and applied in five ninety-minute classes, each one has objectives, conceptual and attitudinal content, with a constructive methodology with resources used that are technological and accessible.
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    A formação do leitor literário na EJA: uma proposta de leitura de contos de Milton Hatoum
    (Universidade Federal do Oeste do Pará, 2024-09-19) ARAÚJO, Ana Betânia Ferreira; SILVA, Ana Maria Vieira; http://lattes.cnpq.br/9551738995177316; SILVA, Ana Maria Vieira; http://lattes.cnpq.br/9551738995177316; PAULA, Sideny Pereira de; http://lattes.cnpq.br/7917085062699805; SANTOS, Zair Henrique; http://lattes.cnpq.br/0337926418959819
    This dissertation The Formation of the Literary Reader in Youth and Adult Education: A Proposal for Reading Short Stories by Milton Hatoum is linked to the Professional Master's Degree Program in Letters - PROFLETRAS, offered on a national network to elementary school Portuguese language teachers who are looking for continuing training to improve their teaching practice and the quality of teaching in the country. The subject chosen is the study of literary reading in mother tongue (Portuguese language) classes, as it is understood that this is a great ally in the development of citizens capable of understanding and interacting in the world in which they live. The aim of this research is to contribute to the formation of literary readers in Youth and Adult Education (EJA), based on the work Cidade Ilhada, a collection of short stories by Milton Hatoum. In order to carry out the research, it was necessary to divide it into two parts: the first, bibliographical research, focused on the main authors who can contribute on EJA, literary reading, Brazilian literature of Amazonian expression, such as Loureiro (2000), Castrillón (2011), Fernandes (2004), Koch (2015), Silva (1997), Solé (1998), Zilberman (2009), Freire (1987; 1996) and Souza (2008; 2009), as well as electronic searches on sites such as the Brazilian Digital Library of Theses and Dissertations (BDTD) and the National Profletras repository. The second stage is the field research carried out in two classes in the 4th stage of the EJA, which corresponds to the eighth and ninth year of regular education, at the E. E. F. M. Ezeriel Mônico de Matos, located in the city of Santarém, state of Pará. A questionnaire with open and closed questions was used to establish the profile of these students in terms of their reading of literary texts. As a result of this survey, it was found that of the 34 students enrolled in the classes, more than 50% do not know the writers of the region. Based on this data, an intervention was proposed based on the workshops Tales to awaken and enchant (Rodrigues, 2020). After developing the proposal in the selected classes, we found that the use of texts that reflect the students' cultural environment can contribute significantly to developing an interest in reading and to forming more engaged and critical readers, reinforcing the importance of pedagogical practices that value regional literature.
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    Formação de palavras e ensino de língua: estudo dos neologismos em uma turma multisseriada
    (Universidade Federal do Oeste do Pará, 2025-07-07) LIMA, Diana Albuquerque de; COSTA, Celiane Sousa; https://orcid.org/0000-0003-0255-4149; http://lattes.cnpq.br/2959074199188994; http://lattes.cnpq.br/6847041375064445; COSTA, Celiane Sousa; https://orcid.org/0000-0003-0255-4149; http://lattes.cnpq.br/2959074199188994; BRITTO, Luiz Percival Leme; https://orcid.org/0000-0001-6825-7927; http://lattes.cnpq.br/7025845426035988; PAIVA, Roberto do Nascimento; http://lattes.cnpq.br/8407599730268736
    This research is part of the Professional Master's Program in Languages (PROFLETRAS) at the Federal University of Western Pará (Ufopa) and it is developed within the scope of the Western Pará Linguistic Studies Group (Gelopa). The project aims to reflect on language education and to propose pedagogical strategies for classroom practices, thereby contributing to the teaching of Portuguese through the lens of lexical studies. To this end, the study focuses on neology as its central object of investigation and seeks to understand how neologisms can enhance a more reflective approach to Portuguese language instruction, particularly regarding word formation processes in the classroom. In order to explore how the teaching of neologisms can foster a deeper understanding of word formation among students, an intervention project was implemented in a multigrade class (8th and 9th grades) in Rurópolis, Pará. The project, titled Word Formation through the Internet: Navigating the Uses of New Words, consisted of practical activities including linguistic and metalinguistic analyses, as well as the development of a mini glossary. The results suggest that teaching word formation grounded in real language use significantly enhances students' reflective learning about lexical creation processes. Through the thematic approach, students came to understand how affixes can be used to recreate meanings, express viewpoints, or even signal social group affiliation. This intervention-based research provided students with the opportunity to reflect on the richness and variability of language. It is important to highlight that this study is part of a broader effort to promote a new paradigm in Portuguese language teaching—one that moves away from the traditional, prescriptive model which has long ignored the dynamic and evolving nature of language and its multiple communicative dimensions. Nevertheless, the research also revealed challenges, such as the persistence of linguistic myths, which underscores the need to continue such investigations in classroom settings. Ultimately, this research contributes to the ongoing dialogue on language pedagogy and offers valuable insights for educators seeking to rethink and refine their teaching practices, while also serving as a foundation for future educational initiatives.
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    A proposta de uma sequência didática para o ensino de física baseado na cultura maker: a construção de mini placas solares
    (Universidade Federal do Oeste do Pará, 2025-03-26) FERRAZ JUNIOR, Ezequias de Souza; MEIRA FILHO, Damião Pedro; https://orcid.org/0000-0003-0421-1094; http://lattes.cnpq.br/2267580178817640; http://lattes.cnpq.br/1054934447545009; MEIRA FILHO, Damião Pedro; https://orcid.org/0000-0003-0421-1094; http://lattes.cnpq.br/2267580178817640; SOUZA, Ednilson Sergio Ramalho de; https://orcid.org/0000-0002-2816-0941; http://lattes.cnpq.br/8585311639613120; SILVA, Charles da Rocha; https://orcid.org/0000-0003-4034-8813; http://lattes.cnpq.br/3718623448791304
    This study aims to present how the maker culture can assist in the teaching-learning process of students, about the knowledge of Physics aimed at teaching in the classroom, being linked to observation and experimentation activities aimed at the construction of a mini solar panel. The maker culture comes as a very efficient methodological approach to teaching practices, and can become an important pedagogical instrument to help the subject in a twenty-first century environment, considering the school as an institution of teaching and learning, through academic school pedagogical practices, also needing to rebuild the new social models that are attributed. In this aspect, applying this approach in the teaching of Physics enables autonomy, construction of learning and the development of knowledge in a practical way for students. The study was carried out in the municipality of Santarém in a state high school for students in the third grade of high school. That said, it is relevant to consider the role of Physics teaching based on the maker culture, talents, empirical knowledge of students, through class observation, which study should define the basic skills for the formation of these students, being that they can ask good questions, mention technological objects, model processes and systems, decompose complex problems into smaller problems, visualize solutions and create ideas, in addition to the experimentation activities prioritized the students' autonomy to solve everyday problems. Thus, the research wants to highlight the relationship between the maker culture and the students' school knowledge, tracing the understanding of the photoelectric effect, for example, building with the class the mental map about the nuclear reaction and formation of chemical elements, energy release, electron radiation, semiconductor materials, doping junction p n photovoltaic effect, electromagnetic field, energy and dimensioning of residential consumption of electricity, analyzing the colloquial knowledge of students about these concepts and through this build the intended learning. In this way, the educational product is presented and aims to promote the didactic sequence of theoretical and practical classes aimed at high school Physics teachers, who aim to work dynamically and creatively with students, understanding the importance of solar energy as an inexhaustible, sustainable source of energy.