Statements, topic under study. After five years of implementation, it was necessary to analyze the practical results or effectiveness of these actions, which is why the general objective of the study was: to verify the effectiveness of Affirmative Actions and the Promotion of Ethnic-racial Equality, from the perspective of indigenous students at the Federal University of the West of Pará (Ufopa). The research has an empirical/field exploratory basis, is bibliographic and documentary in nature and is epistemologically based on the postulations of Bobbio (2004); Lempert (2015); Oliven (2007); Santos (2012); Jodas (2019); Lira (2017); Tosi (2004); Colares and Colares (2012, 2019), which from various theoretical perspectives, deal with human and social rights and education through the lens of historical-dialectical materialism. Indigenous students entering the Special Indigenous Selection Process (PSEI), from 2011 to 2022, and Student Management employees participated. Documents (attachments) were sent to them requesting data about the indigenous students benefiting from the Policy. The data collection instrument was an online questionnaire (google forms) sent to students. The method was Historical-Dialectical Materialism, which allowed me to critically understand social relations under the capitalist mode of production, socio-educational, political and economic inequality, their common characteristics. In the analysis, I used triangulation as a technique, to verify the intersection between the perspectives of indigenous students and the Institution. The result of the analysis showed that in fact Ufopa's Affirmative Action Policy has positive and negative aspects. As positive aspects, indigenous students recognize that Ufopa has been developing actions that enable access and permanence, such as: student aid; the implementation of the University restaurant; and pedagogical support via CEANAMA. To overcome negative aspects, students suggest the need for actions that strengthen the policy to combat racism at the Institution; the need for bilingual teachers in their mother tongue; the training of employees (technicians and teachers) to deal with cultural/indigenous diversity; the increase in the number and value of the PBP/MEC permanence scholarship and student aid intended for indigenous students; the need to build daycare centers for the children of indigenous student mothers; housing for indigenous university students. The data collected and analyzed provide answers to the research's guiding question: how do indigenous students perceive the effectiveness of the Affirmative Action Policy and Promotion of Ethnic-racial Equality as a policy of inclusion and permanence at Ufopa? Ufopa, since its creation, has strived to implement its Affirmative Action Policy. To strengthen the Affirmative Action Policy, I present as a proposition, Ufopa needs to give and listen to the voices of the beneficiaries of this policy.

This study aims to analyze the implementation process of the Mais Educação Program (PME)
at the Escola Municipal de Ensino Fundamental Almir Gabriel, in the municipality of
Rurópolis, state of Pará. It investigates the development of the program in the context of the
capital's structural crisis, examining the influences of neoliberal ideology and reformist ideas

of society in its execution. We adopted a case approach in the research, based on the historical-
dialectical materialism of Marx and Engels, following the theoretical perspective of the

Hungarian philosopher István Mészáros (1930-2017). The discussion is based on three central
works by Mészáros: Beyond Capital (2008), Education Beyond Capital (2008) and The
Structural Crisis of Capital (2011). To address neoliberalism, we dialogue mainly with Pierre
Dardot and Christian Laval (2016), and in less depth, with the contributions of David Harvey
(2014), and other contemporary authors such as Gaudêncio Frigotto (2010), Juliana Jordão and
André Fonseca (2021 ), André Fonseca and Wilson Serejo (2020), Juliana Jordão (2021), André
Fonseca and Lilia Colares (2022), André Fonseca (2019), Paulino Orso (2007), Marco Gomes
and Lilia Colares (2012), Janete Azevedo ( 2002, 2004), and Janete Azevedo and Maria Farias
(2018). In approaching the object of study, Integral Education and PME, the productions of
several authors were used, including Lígia Coelho (2009), Débora Jeffrey (2012), Jaqueline
Moll (2009, 2014, 2018), Ana Maria Cavaliere ( 2010) and Lúcia Maurício (2009), in addition
to legislation in the educational field. After data collection, which occurred through interviews,
with the support of a voice recorder and the subsequent transcription of the recordings, the
information collected was analyzed. This allowed us to interpret how the PME was
implemented at the school and analyze its interfaces with the structural crisis of capital. The
PME implementation period in the studied school occurred between 2012 and 2015, coinciding
with a context of institutional and political crisis in the country. In this scenario, there was a
transition from a 14-year cycle of socialist-oriented governments (2003-2016), led by the
Workers' Party (PT), to a new political group more aligned with the market. This resulted in the
discontinuity of several public policies, including the PME. Although the PME was conceived
as an educational policy committed to education beyond capitalist interests, its implementation
at Escola Almir Gabriel was limited by the influences of capital, evidenced by the latent
presence of neoliberalism and its reformist character. This influence manifested itself through
restrictions on financial resources, the emphasis on external evaluations, the lack of community
participation and professional training, the exclusion of groups from the right to Integral
Education and the absence of a policy of physical restructuring of the school to carry out the
program.

The present study, linked to the Postgraduate Program in Education, at the Federal University of Western Pará (PPGE-UFOPA), It has as general objective analyzing, based on narratives, the training process of teachers in multigrade classes, who work in rural education, in the municipality of Itaituba-PA. It seeks to investigate how these teachers construct their own teaching professional development process, based on the following guiding question: to what extent does the training process of teachers who work in multigrade classes in rural education, in the municipality of Itaituba, contribute to the development teaching professional? To achieve this, it was based in the qualitative approach to research in education and the interpretative-comprehensive methodology was adopted, supported by the method of autobiographical narratives. For the theoretical basis, we have based in Hage (2010, 2011, 2014), Ximenes-Rocha (2007), Munarim (2008), Molina and Sá (2012), Caldart (2009), Clandinin and Connelly (2011), Arroyo (2010), Nóvoa et al. (2007), Crecci and Fiorentini (2018), among other researchers that dedicate themselves to studying the themes of teaching professional development, rural education, multi-grade classes and narratives. This investigation had as participants teachers from two centers (BR 163 and Transamazônica-Buburé), who have been teaching didactic-pedagogical activities with multigrade classes for the longest time in their respective schools. The construction of the study's empirical data occurred through the use of self-memorials, interviews with autobiographical narratives and thematic sheets with teachers who work with multigrade classes in rural education. Data analysis was carried out using three-stage reading proposal of Souza (2014), in which the results are expected to reveal answers to the problem investigated. In this process, three units of thematic analysis (UAT) were identified: training process in professional development, training needs and professional practice. The results presented by the analysis carried out demonstrate that the process of teaching professional development of these teachers who work with multi-year studies is intertwined with the field, the reality in which they are inserted. Thus, this research highlights the importance of training these professionals who work in multi-grade classes, its training process, reflections, theoretical-methodological deepening, expansion of knowledge and sharing of knowledge and experiences. It is relevant because it recognizes the educators’ voices that teach in these spaces, providing the opportunity to reflect on the challenges and overcoming of the journey experienced. This investigation provides these subjects a special perspective regarding their teaching practices and the didactic-methodological strategies adopted in the context and challenges of multigrade classes in rural education.

The present study focuses on the issue of graduates of the Community School Casa Familiar Rural de Belterra

 - ECCFRB. Based on the readings and guidelines, we elaborated the following research question: In this sense, the

 following question is asked: What transformations have occurred with the graduates of the Community School

 Casa Familiar Rural de Belterra, considering the professional engagement of the graduates in rural properties and 

organizations?. This work will adopt as a theoretical-methodological option the qualitative approach, narrative, 

bibliographic research, documentary research and semi-structured interviews. This research has the general

 objective of understanding the process of professional technical training in the lives of rural youth who graduated

 from the Rural Family House Community School in Belterra/Pará. The theoretical framework brings with it the basis

 of studies from Gimonet (1979), Estevam (2003), Oliveira (2008) Castro (2011), Teixeira (2006), Puig Calvó 

(2002) among others. As preliminary results, it is expected to know the successful experiences, carried out by

 the subjects of the field or not, that can bring great reflections on the formative process developed by the CFR

 of Belterra, making it possible to know if in fact the school managed to articulate the formative process, in 

addition to understand the contributions of the training carried out at CFR, in the lives of young people, calling 

attention to the curricular proposal designed for rural education internalized by the Rural Family Houses. Thus, 

it is possible to answer the  problems and/or questions raised for this research.

A presente pesquisa aborda um tema clássico da História da Educação no Brasil, que em âmbito regional e local ainda é pouco compreendido na História: a administração pública da educação. O objetivo é compreender a relação entre a municipalidade santarena e a educação escolar pública, a partir da atuação dos
vereadores da Câmara Municipal de Santarém na administração da educação e na elaboração de políticas públicas indutoras do ensino escolar entre 1948 e 1964. Para tal, se faz necessário apreender o quadro político-social e educacional de Santarém no contexto da terceira república brasileira (1945-1964), perceber como o poder público municipal e a administração da educação foram dispostos no processo de redemocratização após 1945 e identificar as políticas públicas elaboradas pela municipalidade santarena que promoviam ou viabilizavam a educação escolar entre 1948 e 1964. Dessa forma, utilizamos como metodologia a análise documental, aliada a revisão bibliográfica. As fontes são documentos oficiais produzidos pelo Poder Legislativo, inicialmente apenas na instância municipal, porém, pela necessidade de compreender aspectos que extrapolam os domínios da Câmara Municipal de Santarém e que explicam, corroboram ou contradizem o que está relatado em seus registros, agregamos documentos estaduais e federais. Dessa forma, a pesquisa iniciou com os Livros de Registro de Atas das Sessões da Câmara Municipal de Santarém, de 1948 a 1964, posteriormente com o objetivo de cruzar informação adicionamos ao estudo os Livros de Registro de Portarias e Decretos da Prefeitura Municipal, de 1948 e 1959. Mas para entender o funcionamento do Estado no contexto da terceira república, em suas particularidades administrativas e organizacionais relacionadas à educação em âmbito estadual e municipal, trouxemos para a análise a legislação promulgada durante redemocratização pós-1945. Para apresentar os resultados da pesquisa, a presente dissertação deve ser organizada em cinco sessões, no presente texto, entretanto, apresentamos apenas a primeira destinada às questões introdutórias e metodológicas da pesquisa. A segunda sessão, que apresenta o contexto políticosocial do período democrático de 1945 a 1964, como meio de subsidiar a interpretação das fontes, e a terceira sessão, cujo objetivo é apreender as questões político-educacionais do período estudado em âmbito nacional, estabelecendo relação com as informações reunidas acerca da realidade educacional santarena.

Emotions prepare and guide behaviors for positive and negative experiences, providing information about the importance of stimuli, expressions and problem situations in certain contexts. Therefore, the socialization of emotions represents the process by which individuals learn and internalize emotional skills from their culture and social environment, this includes how they learn to identify, express, regulate and interpret emotions. Emotional socialization occurs mainly in childhood, through interactions with parents, family and caregivers. In this sense, institutions that receive children should be responsible for the fundamental care aimed at their development, in cognitive and social aspects; among them, their emotions. Thus, this research aims as a general objective to analyze the conceptions and reported practices of emotion socialization that educators/ caregivers and technical staff have in relation to emotional socialization of children in institutional care. The specific objectives are: a) to investigate the physical and social environment and its facilitating and hindering elements; b) to identify which reported practices of care about emotions in the host environment from the report of educators/ caregivers and technical staff; c) describe what the conceptions of educators/ caregivers and technical team about emotions and socialization of these: joy, sadness, anger, fear, pride and shame. The research was developed in the Reception House of the city of Santarém-Pará. The participants of the research were 14 educators/caregivers and 06 professionals from the technical team. As instruments for data production in the field research, the sociodemographic and emotions questionnaire, semi-structured interview script, concept questionnaire (adapted) and the field diary were used. Subsequently, the data were analyzed according to the characteristics of each research instrument. The results show that, in relation to the objective of investigating the physical and social environment and its facilitating and hindering elements, several factors were identified that hinder the development of children. The physical environment of the house is unfavorable in many respects, impairing moments of socialization. In addition, the reduced number of educators/caregivers for many children and the monotonous methodological approach, which limits the cognitive stimulation of children, become obstacles. Regarding the second objective, which addresses the reported practices of care about emotions, it was observed that play, a crucial process for child development, is not emphasized by the participants. This practice is essential for emotional socialization, but it does not seem to be fully recognized. Participants show an attitude of emotional neutrality with children, believing that not bonding emotionally is "healthier". The third objective is to describe what conceptions about emotions such as joy, sadness, anger, fear, pride and shame. Most recognize that the children they receive feel and express joy, but more than 75% of participants believe that they do not manifest anger, fear, pride or shame. This contrasts with the reality observed in the institution, where monotonous routine can generate feelings of sadness and anger. Regarding emotional socialization, participants understand the need for interaction, expression and dialogue about emotions, but there is a lack of more agents of emotional socialization that can teach children healthy ways to deal with express, regulate and understand your emotions. Children can experience and learn about emotions even when there is no intention of socialization, that is, this process occurs even when the technicians or guardians are not attentive to teach or transmit values directly on emotions.

Considering the specificities of pedagogical work with writing in early childhood education, and because this theme is within the "curriculum" axis that integrates one of several research fields of the Study and Research Group on early childhood education (GEPEI) of the Federal University of Western Pará (UFOPA), the need to research articles that address this theme in Brazilian scientific productions has arisen, given that, over the last few years, several pedagogical conceptions and trends have disputed a place in public policies and teaching practices for this stage of education in Brazil. This work is inspired by the ideas of Vigotski and his collaborators and the studies of contemporary researchers, such as Mello (2010), who understand writing as a complex cultural instrument. The main objective of the research is to identify what brazilian academic-scientific productions point to on the theme written in early childhood education, seeking to highlight the main pedagogical conceptions of this material, based on a Bibliographic Research similar to the State of the Art, considering the articles of the period 2010 after the publication of the National Curriculum Guidelines for Early Childhood Education until 2022. The searches were conducted through Google Scholar, scielo (Scientific Electronic Library Online) database and other Brazilian scientific academic repositories.  The analysis points out that there is still the presence of writing conceptions that implicitly support the schooling of the child based on literacy and/or literacy methods. On the other hand, there were indications that educational systems and early childhood education institutions have sought to overcome traditional models of teaching and recognize Early Childhood Education as an important step for the cultural and psychic development of children.

Physics is still seen by many students as a difficult subject to learn. On the other hand, research shows the difficulties encountered by teachers when they seek to bring scientific concepts closer to the reality experienced by students in order to make teaching in this area more dynamic. Furthermore, some authors point out that, currently, the teaching of Physics in High School has focused much more on solving problems – with a focus on selective processes for admission to higher education – than on learning and understanding physical phenomena. In this context, the result of the National Secondary Education Examination (Enem) has served as a criterion for admission to higher education for a wide range of higher education institutions in Brazil. From this, the following research question emerges: "What is the proficiency of students from Santarém who took the National High School Exam in 2019?". Thus, this work proposes an investigation on the proficiency in Physics of students of Basic Education in Santarém based on microdata from the National High School Exam, as well as an analysis of the errors made by these students, with the aim of achieving these results. contribute to the better planning of classes in this discipline.

This research has as its central question the problem of literacy, especially its implications for school education. It starts from the assumption that the conceptual broadening and the indiscriminate expansion of the application of the concept produced a diffuse and instrumental perception of school education and training. The thesis sustained by this research, which, everything leads one to believe is confirmed by the data gathered, is that literacy was incorporated and disseminated in the Brazilian academic and pedagogical universe disregarding the criticism and questioning of primitive terms, in function of an epistemological oscillation of the human sciences. What has been called literacy is based in diversified formation and learning conceptions that add a range of meanings that make literacy a fluid concept, flooded by dualities and nuances linked to functional conceptions that seek to develop abilities and competences. To pursue the goal established, it was first developed a critically considering of the founding axes of the concept as they came to be established in Brazil from the 1980s onwards and carrying out a survey of occurrences of literacy accompanied by specifiers, verifying its theoretical insertion and its field. The analysis demonstrates that, as it appears, broadly and confusingly, the concept of literacy disputes negatively with the very concept of education, emptying it. And, although it presents itself as a novelty and progressive character, in fact, it reproduces non-critical models of education, sometimes reinforcing the instrumental-pragmatic perspective, sometimes reverberating idealist liberal theses. It is concluded that the vulgarization of literacy and its application in school and non-school contexts (many of which want to deny the importance of school education) does not contribute to Brazilian education.

Grammar, as we know it traditionally, is not recent as well as the challenges and difficulties faced, in the classroom, related to the teaching and learning of grammatical content, in the discipline of Portuguese Language. In view of this, it is emphasized that traditional grammar remains unscathed and circulating (especially in the school system), even in the face of profound theoretical, methodological and empirical changes, through which the study of verbal language has passed since the 17th century. Despite all the criticism to which it has been subjected, it is still naturalized in the discourse and operations of linguistics. Given this, based on the profound changes that the study of language has undergone, although it contains flaws, grammar has played a relevant role in the studies of an aspect of linguistic reality. Faced with this challenging panorama and the criticisms related to the flaws found in grammar and teaching and attentive to the challenges of the reality of teaching work, with regard to the teaching of grammar, and more specifically, in the western region of Pará, in the Amazon, inspired by Simelp /2013, the Group of Linguistic Studies of the West of Pará (Gelopa), created the project: “Language, grammar, variation and teaching”, and together with it develops, since 2017, the subproject: “Analysis of grammars written by Brazilian linguists”. Thus, the studies and research developed by Gelopa seek to answer four guiding questions: What is grammar?; What is teaching grammar?; Why teach grammar?; and How to teach grammar?. This project includes this research, which seeks to answer the questions from the analysis of the grammatical works of Mário A. Perini: Para uma nova gramática do português (1986 [1985]), Gramática descritiva do português (2003 [1995]) and Gramática descritiva do Português Brasileiro (2016). Thus, in the first moment, it analyzes the occurrences of the term “grammar” in the PCN and BNCC, then presents a summary of the research carried out by Gelopa, so far; then made a brief description of Perini's works under analysis, and, after seeking to answer the proposed questions, presents a synthesis with the answers of Gelopa's research, and concludes by highlighting that the author proposes a reformulation in grammar studies and language teaching, so that it contributes to the scientific and intellectual formation of students.

The phenomenon of disinformation is one of the major problems that humanity has been facing in this last period of society, the era of digital technologies is the main driver of this phenomenon, which together with post-truth and post-modernity has been supporting this situation. becomes increasingly worse. Therefore, the present study seeks to investigate environments in initial teacher training that aim to develop the analysis and understanding of media information in the face of disinformation. The methodological path is qualitative and exploratory research, with a set of activities being developed as educational guidance, with a view to collaborating with the process of initial teacher training with regard to the relationship between disinformation and its inferences in society. This set of activities was applied, in a preliminary way, with 14 undergraduate students from the degree course in educational information technology at the Universidade Federal Oeste do Pará (Ufopa), as a way of analyzing the feasibility and development of the activities. The following instruments were used to organize and process information: questionnaires, field diary and also a group interview. The final results show that the initial teacher training environment is still unable to encompass the complexity of the situation in which disinformation is found, however, but it is understood to be the most favorable environment for propagating the skills of coping with misinformation, of which the Education is vitally important to deal with this process, being one of the pillars of conflict. And that there is a need to expand studies on this topic.

The research aims to understand how the inmates1 who study at the “Escola Penitenciária Educação que Liberta”, perceive the education undertaken in prison, to know if they believe that the education received will contribute to their resocialization process. This school is located at the Silvio Hall de Moura Agricultural Recovery Center - CRASHM, in Santarém - PA. I prepared a text with an ethnographic orientation, anchored in bibliographic research, document analysis and field research. Initially, bibliographic research was carried out to understand the studies on the research object, based on authors who deal with education in prison, such as Julião (2007; 2009; 2013; 2016; 2017; 2020) and Onofre (2007; 2012; 2013) ). Institutional documents, legal documents, international and national, which defend education as a universal right, such as the Universal Declaration of Human Rights (1948), United Nations Minimum Rules for the Treatment of Prisoners (1955), Federal Constitution (1988) were analyzed. , the Law of Directives and Bases of National Education (1996), After the authorization, issued by the State Department of Penitentiary Administration - SEAP, to carry out the academic research in July 2022, I started the field research, with participant observation work . The data collection instruments used were the “field diary”, semi-structured and unstructured interviews, questionnaires, and conversation circles. The “field diary” was a fundamental instrument for the organization of the research, in it I recorded the class moments chronologically. The semi-structured and unstructured interviews made it possible to collect information about the school and prison environment, with employees from SEDUC and SEAP. The “Socioeconomic Questionnaire” allowed me to trace the socioeconomic profile of the inmates. The “Pedagogical Questionnaire” made it possible for me to know the perceptions and expectations of the inmates regarding education. With the conversation circle I had the opportunity to listen to the reeducated who are in the literacy process. With the data collected, I performed the tabulation, to organize and understand the information, so, later, I will carry out the theoretical analysis in more depth. The research results reveal that, for the inmates who study at the “Education that Liberates Penitentiary School”, education is indeed an important instrument of resocialization. They often associate education with life change, and consider the work of teachers essential to motivate them to continue studying.

The research in question has the educational dimensions present in the parties of Ramada de Santa Luzia and Marambiré as an object. It was carried out in Quilombo Pacoval, municipality of Alenquer, western region of Pará. The ethnographic research was carried out from a qualitative methodological approach and, for the collection/construction of data, we used semi-structured interviews, informal conversations, the field notebook, observation and image analysis. In this way, to carry out the analyses, we used the oral history and the memory of the participants, both from the Santa parties and from the components of Marambiré, to understand how these dimensions are present in the way of organizing these manifestations, how the transfer happens. of these educational elements and how they are inserted in the quilombola school education of the community.

This research aims to analyze the educational trajectory of deaf undergraduate students at universities in Santarém - Pará through their testimonies. This proposal emerged from my experience as a deaf person in schools and in higher education, in which I realized that despite the efforts made, there is still a long way to go in terms of providing education for the deaf, in order to meet their linguistic specificities, mainly due to the general perspective of the need to expand bilingual methodologies in order to strengthen and establish deaf education in the university environment. Thus, the research problem is: How did the educational trajectory of deaf education occur in undergraduate courses at universities in Santarém- Pará? Thus, the educational trajectory of deaf undergraduate students at universities in Santarém-Pará can be analyzed through their testimonies. To this end, the specific objectives are: To identify, based on the reports of deaf people, the pedagogical practices developed for their inclusion process in higher education; to point out the advances reported by students regarding the inclusion of deaf people in universities; to highlight the main difficulties presented by deaf students in their schooling process in higher education. This is a qualitative study, in which interviews with a semi-structured script will be carried out with eight deaf people who have completed their undergraduate studies, in order to understand their schooling process. This research will be of great relevance, as it will highlight the work developed in universities in the interior of the Amazon, in terms of practices with deaf students, as well as bringing important reflections for thinking about new paths for deaf education.

The aim of this research is to comprehend the phenomenon of Emergency Remote Education (ERE) within the scope of Brazilian scientific knowledge, considering the roles played by digital information and communication technologies (DICTs), as well as their limitations and possibilities in shaping education during the pandemic period. This is a qualitative research (GIL, 2008), of bibliographic nature with elements of systematic literature review (OKOLI, 2019), and the data analysis is grounded in the assumptions of content analysis (BARDIN, 2021). To understand emergency remote teaching, a focus was placed on academic knowledge produced and published on the subject within the Brazilian context between 2020 and 2022. In terms of theoretical foundation, this research engages with studies and authors from fields of education, digital culture, and their interfaces (NÓVOA, 2022; GATTI, 2020; SELWYN, 2011; 2013; FACER and SELWYN, 2021). The legislation applied is also used to regulate the ERE in the Brazilian context. In terms of results, the research highlighted: 1) the semantic profusion in the process of naming and characterizing educational modalities implemented in response to the pandemic crisis, with emphasis on the efforts of researchers to dissociate ERE from niches such as distance education, at the same time time in which they resort to theoretical and methodological elements of e-learning and hybrid teaching; 2) official documents (resolutions, ordinances and decrees) published at federal, state and municipal levels both helped to standardize teaching activities in a context of social isolation, and generated friction expressed in terms of legal (in)security and legality of the ERE , the use of technologies for the target audience of early childhood education, the lack of clear didactic and administrative guidelines for implementing the ERE, the efficiency of the state in terms of guaranteeing the material, organizational and financial conditions for full compliance with the new rules ; 3) within the scope of teaching strategies and techniques, we highlight familiarization activities with and for the use of technologies, new dynamics of interaction between school and home spaces, recording and production of data on learning processes, active search for students , reconfiguration/expansion of teachers' didactic repertoires, establishment of partnerships between schools and the community to distribute activities and content. Finally, at least at the core of academic discourse, there is a tendency to intensify public and private investment in the processes of integrating digital culture into education in the post-pandemic scenario.

ABSTRACT

This research aims to analyze the implementation process of the More Education Program (PME) and New More Education (PNME) in the Borari Indigenous School of Alter do Chão, taking as a time frame the period between 2013 and 2019. For the understanding of the conception of integral education, a bibliographic survey was carried out, and for that, the following authors were used as theoretical basis: Teixeira (1928; 1958), Cavaliere (2002; 2007; 2014), Coelho (2009), Colares (2015; 2016; 2018), Guará (2006), Menezes (2007) and Moll (2010; 2012; 2019). Then, a documental analysis was prepared based on a survey of the legislation, at national level, in order to characterize and analyze the two programs, understand the conception that they bring regarding integral education and identify the differences and permanences between the programs. The partial results of the research indicate that the change of programs had as a consequence the transformation of the main focus of each one of them. The PME had its regulation centered on the promotion of an education based on the concept of integral formation of the students together with the expansion of the time destined to school activities,  while the PNME started to present guidelines linked to the improvement of the rates in external evaluations, especially the IDEB, through the prioritization of skills in the areas of Portuguese Language and Mathematics, from the mandatory development of complementary activities dedicated to these areas of knowledge, overlapping the broader character of the pedagogical content, which remained in the background. As far as the Borari school is concerned, it was noticed that there was a modification in the activities developed due to the change in the programs, the focus of the activities is on reinforcing the knowledge of Portuguese language and mathematics for the students who presented deficits in diagnostic assessments, which was reflected in the decrease in the number of students served by the PNME, as well as in the end of the development of diversified activities. (under construction)

The research investigates the training of teachers for the teaching of ethnic-racial relations, with the aim of analyzing the teaching of Ethnic-racial Relations Education (ERER) in the Pedagogy courses of four public universities located in the State of Pará (Federal University of Pará). Pará - UFPA, Federal University of the West of Pará - UFOPA, Federal Rural University of the Amazon - UFRA and Federal University of the South and Southeast of Pará -UNIFESSPA) in the perspective of Law No. 11,645/08 and pursuant to Resolution CNE/CP 01/2004. The aim is to unveil: To what extent has the inclusion of teaching for the education of ethnic-racial relations in the curriculum of Pedagogy courses at public universities in the State of Pará has contributed to qualifying teachers to promote anti-racist education? For this, we used bibliographical and documental research, in which we sought to understand educational policies for ethnic-racial themes from the 1990s onwards, their advances, limits and contradictions through a survey of academic productions on the researched object. . Examine the documents produced by public higher education institutions in Pará, such as the Pedagogical Course Projects (PPC), especially on the inclusion of ERER teaching, investigating in the pedagogy courses syllabi of public institutions in Pará whether or not they include the teaching of Afro-Brazilian and Indigenous history and culture in the light of Law 11.645/08 and; know the training of teachers who teach the contents of the ERER and what their knowledge and opinions about the inclusion of this policy in teacher training and what they teach to qualify future professionals to work in the field of ethnic-racial relations through the application of questionnaires to the professors who teach subjects about the ERER in the respective courses. The partial results indicate that the presence of subjects related to ethnic-racial issues in the course of formation of the courses, seek to satisfy the legal demands in an isolated and protocol way, without incorporating in the institutional demands the perspective of an anti-racist education.

This research has the general objective of analyzing the contribution of Special Education to the education of students with deafblindness, made by Special Education teachers, from the state education network, in the municipality of Santarém-PA. From this objective, answer the following research question: in what way has Special Education contributed to the education process of deafblind students in Santarém, based on the reports of teachers? Also bringing as specific objectives: to characterize the forms of interaction pointed out by Special Education teachers during the process of education of deafblind people in Santarém; and to analyze from the speeches of Special Education teachers the practices developed with deafblind students. In order to carry out these objectives, this research is inspired by the Historical-Cultural Theory, by Vygotsky (1987; 1994; 1995; 1996; 1999; 2000) Luria (1996; 1998; 2007), Leontiev (1978; 1998), Baroque ( 2007; 2009), Martins (2009, 2011), Mello (2007; 2010; 2015) and Sierra (2010). Regarding the methodological procedures, the study in question can be characterized, first, as qualitative (MINAYO, 2002). An overview is made of the main existing researches and the analysis of bibliographic works on the subject, through a search carried out in the database of the Brazilian Digital Library of Theses and Dissertations - BDTD. Interviews with a semi-structured script applied with 10 teachers involved in the educational process of students with deafblindness were used. Analysis was carried out from the perspective of content analysis (BARDIN, 2011), with two categorizations: interaction and pedagogical practices. In the interaction category, the data described revealed that the teachers participating in the research seek to develop their interaction with the deafblind student through communication, using communication systems for the development of the student's language. communication facilitates the learning of students with deafblindness. In the pedagogical practices category, the reports of the teachers participating in the research show that they seek to respect the specificities presented by their students, considering, mainly auditory or visual remnants, acquisition or not of a language, and the various interactive forms for the development of communication. The analyzes indicate that these practices were developed, mostly without in-depth knowledge regarding the disability presented by their students, thus characterizing the lack of continuing education, which ends up promoting the risk of the execution of inefficient practices by educators, which can trigger impairments in the development of the individual with deafblindness.

The final stage of Basic Education, High School, is considered the moment in which the student can reflect on their identity, the relevance of the school, of all their experiences in this educational environment, especially those that establish a relationship with their formation as a human being, in addition to the contents of Physical Education. In addition, it should promote the development of a critical and autonomous attitude to its students in the face of life's struggles, fostering an emancipatory conduct to the exercise of citizenship. One of the important issues in this training scenario is to motivate reflections on the body since basic education. For this reason, this research aimed to understand the conception of the body of high school students at the Federal Institute of Education, Science and Technology of Pará - Campus Santarém, and its relationship with the approach to corporeality in Physical Education classes in the Amazonian educational context. To this end, the writing was based on a qualitative approach, based on the phenomenon of Corporeality, mediated by authors who evoke the theme. Regarding the production of data, a sociodemographic questionnaire was used with twenty-four closed questions and an interview with three generating questions answered by the students. To analyze the data obtained, the Technique of Elaboration and Analysis of Units of Meaning was used. Thus, fourteen students answered the sociodemographic questionnaire and eleven of them participated in the interview, all aged between 15 and 18 years. Indeed, it was found that the understanding of the body of the researched students varies between the conception of the body based on an active being, who relates to himself, with others and his surroundings producing culture, and the understanding focused on the Cartesian model in which the body-object emerged in the adolescents' discourse, characterized as an aesthetic and machinic spectacle in which perfection and the beauty imposed by appearance are admired. As for the conceptions attributed to the body in Physical Education classes, they were directed towards an idea of a tired body that degenerates through inactivity, with little reflection on intentional movement, subservient to repetitive motor patterns that aim only at performance and physical conditioning. Regarding the conceptions of the body and adolescence, it was identified that students perceive themselves in transformations, and for them this is good, envisioning a sensitive corporeality in the midst of changes in their life-world. In summary, it is considered that by unveiling the understanding of body/corporeality, from teenagers in high school, it is possible to contribute to the recognition of a human being in its entirety. Consequently, evoking the theme has been relevant, so far, due to the few studies about the body and the corporeality phenomenon in education, Physical Education and in spaces of human and academic formation in the Amazon region.

The body brings with it different languages and meanings, through which relationships are established in which other people, other beings, things that are in the surroundings, the world are involved. Therefore, this research takes a look at the body, seeing it in its existential totality, constituting itself as the purest presence of the human being in the world. It is considered that each subject must be understood from their specificities and individualities. Therefore, the study aims to understand the body conceptions of students with visual impairment in public schools in Santarém-PA, in the light of the corporeality approach. It is noteworthy that perceiving is individual and intrinsic according to the experience of each being, so no one better to talk about a visually impaired body than himself, because he is the one who daily lives all his difficulties, potentialities, establishes his relationships, perceives and launches itself into the world. In this study, a qualitative descriptive research was chosen. The theoretical/methodological framework is based on the assumptions of the phenomenon of corporeality. This research was developed with visually impaired students who were attending high school in public schools in the municipality of Santarém - Pará. The methodological instruments used for data production were: participant characterization questionnaire and semi-structured interview. Data were analyzed using the Elaboration and Analysis of Units of Meaning. The research results made it possible to understand that people with visual impairments have conceptions of the body that have different senses and meanings, moving between biological and mechanical concepts, but also approaching the approach of corporeality, which considers the body as existence and experience. Of being in the world. It is believed that the discussions outlined in this study about the communication established between corporeity and visual impairment will contribute to provide a better foundation and knowledge to professionals from different areas of knowledge, especially those of education, in order to dialogue with different bodies, and through this interaction, establish a meaningful learning considering the different ways of teaching, learning and relating.

The present research aims to analyze Religious Education in the municipal public education network of the city of Santarém-Pará between (2003-2015), from the performance of the social agents of the School Religious Education Sector - SERE. The academic and social relevance of the object of study of this dissertation is evident in the current political scenario of intense discussions and frontal attack on the principle of secularism in the country. This type of attack, which is historically persistent, has been rampant since the election of a far- right president in 2018, who shows no commitment to the secularity of our state. The subject in question has generated strong attacks from religious groups in recent years and has mobilized several researchers, hence the interest in understanding it from the educational reality of the municipality of Santarém. Based on bibliographic and documentary research, it became possible to establish the historical construction around secularism, Religious Education and SERE. For the analysis of oral sources, the theoretical-methodological framework of oral history was adopted, whose epistemological dimension allows researchers to work with the reminiscences of common people who are important protagonists of history. The field research took place in person during the months of November and December 2021 and had the participation of 05 professors-advisors and the professor-coordinator of SERE. In this sense, the research data reveal that the issue of Religious Education in local public schools was linked to the history of the local Catholic Church in the course of the last decades. It was also found that the principle of secularism was completely disregarded, since a religious institution had a preference in the pedagogical treatment of themes related to Religious Education, to the detriment of other forms of religious expressions.

This study deals with the way in which public instruction was organized in the Province of Grão Pará between 1834 and 1854. The time frame established here concerns the first two decades of decentralization promoted by the Additional Act of 1834, Which, in terms of public education, gave the Provinces the responsibility to legislate and maintain the primary and secondary levels by their own means. This a historical research that has as documentary sources the legislation of public instruction and the reports, speeches and speeches of the presidents and vice-presidents of the Province. The theoretical and methodological basis is Historical-Dialectical Materialism and whose understanding of the historical process is anchored on the contradictions and class struggles; from historical-critical pedagogy, as an educational theory, we have the contribution regarding how education should be understood in its relationship with the current mode of production in each society. In this sense, public instruction will be perceived as a product of history resulting from the relationship between humans and their current mode of production. We consider, therefore, the nature of Brazilian economy, agricultural and exporter, relying on slave labor, as well as the particular characteristics of the Province of Grão Pará, as responsible for how public instruction was seen and organized.

The research presents the investigation about the initial training of teachers with digital cultural identity in the western Pará State, Brazilian Amazon, being this a bibliographical, documental and field study. The theoretical assumptions include discussions about culture and cultural identity, with emphasis on the contributions of authors of Cultural Studies; as well as the problematization of the term “digital natives”, coined by Marc Prensky (2001), which has been popularized in recent years as a reference to the subjects born in the digital era, demarcating the generations in “natives” and “digital immigrants”. In counterpoint, in Stuart Hall's contributions
(2006), we reflect on the digital culture, the dislocations of postmodern subjects, the emergence of new cultural identities and the conception of a digital cultural identity. We also present theoretical discussions about the formation and professor profession, focusing on teacher education in Brazil and the process of building teacher identity in initial training, highlighting the higher education and the teaching and learning process of our graduate generations. We situate these discussions in the Amazonian realities, recognizing that we start from opposite identity phenomena, since the digital cultural identity presents itself as a new identity and the Amazonian identity presents itself as a local identity. The methodological assumptions were: documentary research, investigating the institutional and pedagogical documents of the Federal University of Western Pará (Portuguese: Universidade Federal do Oeste do Pará - UFOPA) and its Degree in Educational Informatics (Portuguese: Licenciatura em Informática Educacional – LIE); and field research using the techniques of participant observation, application of questionnaires and interviews adapted to the reality of non face-to-face pedagogical activities or remote activities of UFOPA, due to the pandemic of COVID-19. Documentary Analysis and Content Analysis were the methods used in the treatment of the data. We weave understandings about the digital culture in Ufopa and in the LIE/Ufopa and point to specific situations of the very process of identity construction of the Course and the teacher education process, highlighting the perceptions of the research participants about the teaching methodologies, the evaluation and classroom routines, as well as the relationships of teachers with the new information and communication technologies (NICTs) in teaching practice from the context of emergency remote classes, and the relationships between professors and students in the
formative process. We recognize that initial training produces teachers with a digital cultural identity when it is configured, from its pedagogical proposal to the teaching practice, in the valorization of the digital culture of the postmodern subject. The conclusions converge to the necessary understanding and discussion of the phenomena of digital culture and digital cultural identity, and Ufopa, as a young university in the interior of the western Pará State, presents continuity in its process of institutional maturation that, with the support of the LIE, has disruptive potential to include and broaden the debates on digital culture in the training of Amazonian professors.

This work deals with the use of Educational Robotics, through the process of initial formation of teachers of Degree in Educational Informatics (LIE) of the Federal University of the West of Pará - UFOPA. Seeing from the perspective of how the student in the initial formation of two LIE classes sees and perceives in Educational Robotics and its use as an alternative and dynamism in the various areas of knowledge and how this ICT (Information and Communication Technology) can be used in improvement in teaching and learning processes. It seeks to answer how students in initial training perceive the use of Educational Robotics and its importance in the teaching and learning processes, involving content and knowledge of the curriculum component Basic Prototyping and Educational Robotics, based on the preparation and discussion involving the use activities performed during classes. Because it is a technology that has great potential and has been explored through various research in the field of education, it can be noted that through it, along the issues seen in the development of this investigation, several possibilities of use will be noted for its application. The methodology used was based on a qualitative approach, and the methodological procedures were traced from the development of a bibliographic research that first verifies the works related to the theme, where correlated studies in Educational Robotics were raised through the research base - among the years from 2016 to 2019. The theoretical foundation involved studies based on elements of Constructivism, Constructionism, Historical Cultural Theory and Computational Thinking. The second stage of the methodology was based on exploratory research, which provided the researcher with familiarization as the object of study to be used within the teaching experiment. From then on, the activities and the observation process developed and the data collection instruments were applied. The results from the investigations carried out show that for there to be a good perception in relation to robotics in the initial training of the teacher in technology, this training must awaken in the future teacher an understanding in relation to certain technology, which in this work was provided through the experiments initials carried out. When analyzing objectively, future technology teachers believe that robotics for pedagogical use can be a strategy that arouses greater student engagement when applied to subjects that are part of the curriculum of basic education.

The research deals with the monitoring of the graduates of 2015-2019, with PPGE / UFOPA, through a mapping of information regarding the personal, academic and professional profile of the graduate, with a view to obtaining subsidies for the elaboration of a proposal for a model of education system. institutional follow-up. We assume the qualitative methodology, with the characteristics of a case study, and quantitative methods, as we understand that quantification will be used both in the collection of information and in the treatment of them by means of statistical techniques. To this end, the documentary analysis of the legislation that regulates SINAES, CAPES documents regarding the PNPGs and the UFOPA Institutional Evaluation Report, as well as documentary analysis of the graduates, through documents obtained by the Program secretariat, from the Platform Curriculum, were sought. Lattes and Sucupira. The responses obtained through the online electronic questionnaire, sent by e-mail to the 129 graduates of the course by the Program Secretariat, under the responsibility of the Monitoring Committee for graduates from PPGE / UFOPA, from March to August 2020, were analyzed. containing open and closed questions, as well as alternative closed answer questions, according to the Likert scale. Of these 129 e-mails sent, 89 returns were obtained, becoming part of the study sample, adopting the content analysis of Bardin (2011) for the treatment of the data. The construction of the theoretical basis was supported by Simon and Pacheco (2017), Mota (2014), Dias (2016), Assis Junior (2017), Coelho e Silva (2017), Maccari and Teixeira (2014), Teixeira (2015) , Nobre (2018), Machado (2010), Oliveira (2014), Sanchez (2019) among others, dialoguing with the data from the PPGE / UFOPA questionnaire (2020), reports from the CAPES Education area, information from the websites of PPGE recommended in the country, and with the legal normative framework of the study. The results reveal that there were significant impacts of this training on the personal and professional lives of the graduates, the data show that the predominance of the graduates is of the feminine gender with 77% of the respondents, with age group (80%) between 30 to 49 years. When it comes to academic training, we have that most of them come from the Education area with 78% of the graduates, and that 84% had already studied Specialization before the Master, with the greatest predominance in the Education area with 97% of the respondents. Of the participating graduates, 49% worked as teachers before entering the graduate program. The academic and research career was the main reason for joining PPGE (77%) and 81% say that the knowledge acquired was very satisfactory for professional training, with “Human Formation” and “Integral” as a highlight. Still, 85% announce that there were positive impacts for the Amazon educational environment, both in terms of academic production and professional qualification. It is expected that this study will contribute to an important aspect of the evaluation of Stricto Sensu postgraduate courses in education, which is to foster updated information from its graduates in order to compose assessment subsidies to guarantee the quality of this continuing education in Brazil and its impact on local, regional and national contexts.

This work presents the result of a research “University education of students from peripheral HEIs: a study on the Óbidos da Ufopa campus”. It aimed to answer how the new graduate of higher education, belonging to the category of “new student” assisted by a peripheral higher education institution, manifests its relationship with knowledge, what are his objective and subjective dispositions to study and what investments performs to his own training. More specifically, it seeks to discover if the student's epistemological stance towards knowledge: open or closed. The research takes as research subject the student of Pedagogy of the campus of county of Óbidos of the Universidade Federal do Oeste do Pará – Ufopa, for presenting characteristics analogous to the concept of new student and for being enrolled in an extremely isolated peripheral campus. The work carries out a conceptual study, resuming and discussing essential concepts for understanding the problem as new student, peripheral university, objective and subjective dispositions and epistemological posture (BRITTO, et. al., 2008; CORRÊA, 2017; SANTANA, 2019). It works with the concept of training in Adorno (2005), approaching the concepts of training in Heller (2016) and Freire (2019). The data production as based on a survey made using a google forms formulary sent to 111 students, in order to understand the material conditions of students, study practices, training investments, motivations for higher education. In addition to this, a round of talk meeting was held with four scholarship holders of scientific initiation and extension, to deepen issues related to the epistemological stance and analysis of students regarding the data produced. The Integrated Sistema Integrado de Gestão de Atividades Acadêmicas – Sigaa (Academic Activity Management System) was consulted to reached new data to allow better understandig of the construction of the student's academic profile. The analysis of the data conducted to the perception that the student of the campus of Óbidos may be categorized as a “new student”; it also demonstrates that the Óbidos campus takes an tremendous peripheral position in the field of higher education and, specifically to university education, points to the student's stiffened behavior in the face of knowledge (closed epistemological stance) and low personal training investment due to the condition of poverty and little subjective disposition. 

This research aims to analyze the Mais Educação Program and its reformulation, the Novo
Mais Educação Program, as well as the limits of educational reforms within the
sociometabolic capital ordering and the current structural crisis from István Mészáros‘
perspective. Based on the Marxist theory of the State, a bibliographic investigation was
carried, where the panorama of the links between the figure of the State and the capitalist
mode of production were summarized. This foundation allowed us to substantiate the integral
education trajectory in Brazil, as well as reformism in the educational field, which led to the
realization that, in recent decades, the neoliberalism logic, which is nothing more than an
economic and social order inherent to the structural capital crisis, is predominant in the core
of public policies aimed at integral education. Under this perspective, we demonstrate that the
Mais Educação Program was created and implemented at a time of neoliberalism
relativization in Brazil, during the PT governments of Luiz Inácio Lula da Silva and Dilma
Rousseff. In this context, we highlight the fact that this initial integral education policy,
despite many limitations, contains elements for improvement, which did not occur due to the
discontinuity of the original proposal by Michel Temer‘s ultraneoliberal government, with the
creation the Novo Mais Educação Program, which focused on the needs of the labor market.
This transition proves that reformisms display serious limitations for the education field, since
every intracapital educational system has limitations, since this type of system reflects class
society and inequality, making the need to ponder education beyond capital clear.

Full Time School can be considered the result of the discussions based on the inductive policies of integral education that gained prominence in Brazil, from the movement of the pioneers of the new school in the 1930s. Considering what has been produced about the theme in the northern region is not only a necessity of this investigation, but the main core, insofar as it becomes relevant to understand the contributions of these experiences for the process of integral human formation of public school students. Based on this assumption, this research aimed to investigate the experience of Full Time School in the State of Pará, based on the records of academic productions in the format of articles published in periodicals Qualis with qualification A from the period of 2010 to 2020, the object of study is Full Time School. The methodology was accomplished through a bibliographic research considering the State of the Question (EQ), with the contribution of bibliographic and documentary revision, and the conceptual study about the theme based on: Leclerc and Moll (2012); Gadotti (2009); Costa (2015); Paro et al. (1988) among other authors. The process of construction of the State of the Question (EQ) initially indicated a total of 164 journals linked to the area of education in the 5 Brazilian regions, of this amount, it was obtained the total of 52 journals that presented: Indexing in the database of Educ@ and Web of Science and Qualis A, afterwards a new refinement considering thematic approach of the articles and the time frame (2010-2020), it was reached a total of 10 articles for the composition of the research analysis focus. The results indicated that the elaboration of the State of the Question (EQ) allowed a panoramic view of the researches that discussed about full-time education, especially the researches that sought to analyze the programs that induce the policy of integral education. The mapped and selected production was analyzed through three thematic groups: full-time education; full time school; integral education. The study revealed that the ideal of integral human formation that emerged from the mapped experiences indicated a theoretical approach with the official perspective present in the documents that guide the inductive programs of integral education, that point to the conception of integral liberal-pragmatist education whose pragmatist vision of integral education collaborates to the adaptation of formative processes to the contemporary neoliberal context. 

This work presents an investigation about the relationship of the Licensee in Educational Informatics (LIE), linked to the Universidade Federal do Oeste do Pará (UFOPA) with the Digital Technologies of Information and Communication (TIC), when they develop activities involving the construction of pedagogical proposals in Virtual Learning Environments (VLE). In order to understand how the students of the UFOPA Educational Informatics course appropriate TIC for the planning and execution of pedagogical activities for distance education (DE), we have sought to develop activities related to the configuration of an LVE with course proposals for these virtual environments, the elaboration of a teaching experiment carried out during the curricular internship of the Master's Program in Education - PPGE / UFOPA. The theoretical input that subsidized the research activities is based on the conceptions of Selwyn (2011), Kenski (2003, 2008), Levy (1996, 2000), Perrenoud (1999, 2000), and (2000), among others. As methodological strategies for obtaining data to support research, we used an approach in the qualitative and quantitative perspective, articulating bibliographic research (OLIVEIRA, 2007), participant observation (MINAYO, 2013) and the teaching experiment, in the perspective of Gonçalves and Marques (2011). The teaching experiment was carried out in the second semester of 2019, in the subject of Fundamentps da EaD, LIE class, admitted in 2017, consisting of 23 students, afternoon shift. The analyzes of information obtained were performed, based on the methodological triangulation (STAKE, 1998) involving the observation moments of the researcher, the teaching experiment developed and the application of a semi-structured questionnaire, at the end of the experiment. The partial results show that, despite the difficulties in having access to technological resources, the internet and devices, the students showed interest in exploring a field of knowledge not previously studied by them and, in addition, even though initially, they are able to relate the learning developed in the subject of Fundamentos de Educação à Distância with the needs they are experiencing, given the situation of remote education. With regard to technological appropriation, it was evidenced that the most of the students lack technical knowledge about DICT, so that the LIE course can favor the acquisition of an instrumental domain of technological resources, although it is also in balance with processes of human and emancipatory formation, in which the promotion of collaborative work in learning networks is evidenced.

This research focuses on the insertion of technologies in environmental education actions promoted by the Citizen Science Project for the Amazon, in partnership with the "Wildlife Conservation Society", in the Solimões village and in the Aracampina community in Santarém-Pará, with an emphasis on understanding the formative roles played by these resources in the monitoring of fisheries and water quality. In this sense, it analyzes the activities involving the uses of the mobile application Ictio in the observation of fish migration and the Foldscope, a paper microscope for microbiological analysis of water. In Santarém, the resources were used by students from Escola São Sebastião and Escola Nossa Senhora das Graças, located in the Aracampina and Aldeia Solimões communities, respectively. Thus, it observes the participation of students in educational practices linked to the project inside and outside the classroom, describing the training actions supported by technologies with regard to environmental education, identifying the meanings, limits and possibilities of experiences involving fishing monitoring for participants' lives. In this process, the impact of the Citizen Science Project for the Amazon is analyzed, taking into account its objectives and contributions to the communities served. In terms of methodology, it is characterized as a qualitative, exploratory and descriptive research, adopting the semi-structured interview as the main strategy for data collection and construction, with the participation of a total of 13 (thirteen) students from communities that received the project. As a result, he observed that students were able to identify different aspects of environmental education, technologies and interfaces between them. For the interviewees, the Ictio and Foldscope technologies acquired meanings as a sociability tool, a means to carry out research and search for information, in addition to being an allied resource in environmental conservation actions. Based on their experiences, the interviewed subjects also pointed out some of the limitations related to the presence of technologies in the community and, particularly, in their school, such as infrastructure restrictions, difficulty in accessing the internet, lack of activities that integrate technologies into the processes of learning. Regarding environmental education, the strengthening of awareness regarding the need for a broad and permanent defense of the ecosystem among the majority of students, residents of the surveyed communities, stood out. In the interviews, the protection of the forest was indicated as an essential principle for the promotion of ways of life based on respect and care for biodiversity. Despite the technical restrictions of schools, students recognize the importance of learning supported by ictio and foldscope technologies, especially with regard to understanding the process of spawning and fish migration. Likewise, the students associated the Citizen Science Project for the Amazon to the promotion of actions related to the environment and sustainability in schools, such as participatory data collection involving the region's inhabitants. Finally, it is considered that this integration between members of the same community gives rise to forms of engagement in defense of the ecosystem, as well as the sharing and collective construction of knowledge through the practical experience of science and research inside and outside the classroom.

Corporeality is an existential condition of human beings and leads us to discuss the relevance of its approach in pedagogical practice. This research sought to understand the relationship between the conceptions of body and corporeality of PE teachers in elementary school II, from the plateau region in the city of Santarém-PA, with their pedagogical teaching practices. The adopted methodology involved a bibliographic review of scientific production on the subject of body and corporeality and field research. For the production of data, generating questions that provoked in the participants conceptions about the investigated phenomenon were used. This research had the participation of 11 teachers graduated in Physical Education who work in centers of Elementary School II, in the plateau, in the municipality of Santarém, state of Pará. For the analysis, the Technique of Elaboration and Analysis of Units of Meanings. The results showed that teachers attribute two conceptions to the body: one that configures itself as dualist when making a dichotomy between body and mind, and another that alludes to corporeality, although the latter is not clearly and specifically presented in the reports of experiences of the Participants, however, pointed out elements, traits that characterize the relationship between the body and its surroundings in a perspective of preparing the student to act in society, relating the experiences in Physical Education classes with their reality, seeking to perceive the world, critically and citizenship.

The teaching of the curricular component Physical Education in Indigenous School Education is the object of study of this research. The objective is to understand how the curricular component Physical Education in Indigenous School Education is being developed in the light of the interests of the indigenous people themselves and the norms established by the Ministry of Education for this educational modality. The research is characterized as exploratory and descriptive, it was carried out in 2019 at the Borari school of the Terra Indígena Maró, located in the region of the Arapiuns River in the municipality of Santarém-Pa. Data were produced through participant observation and semi-structured interviews with indigenous people (pedagogical coordination, Physical Education teachers and indigenous leaders), which were analyzed using the Content Analysis technique. It is concluded that the knowledge that deals with Physical Education at school was being reorganized by the indigenous people, who, within their educational institution, were structuring a proposal for the curricular component based on what is provided for by the educational legislation for indigenous schools: the elaboration of their own specific learning processes, in which the traditional knowledge present in reality and indigenous daily life are inserted and treated in the school institution.

This work aims the early childhood education and has as objective evaluate the planning of education acts of children development and learning. For the planning of pedagogic practice, looking for de efficiency of the actions, there is a necessity of some basic factors, as the strategies, simply and effective, and the final state of what is wanted for the work. Based on the historical-cultural theory of an assumption that the man in the constitution and development is made about the relationship with another one, the school has an important function when offer, arrange and implements actions and activities for the children development. This study shows how the planning of early childhood education is an important step in all the process of development and learning and the participation of the teacher as the person who do the planning and application of pedagogic actions. The research was made with general objective of evaluate how the planning of pedagogic actions developed for a teacher of an early childhood class in a city of Santarém – PA. More specific, the objectives were observe of what conceptions guide the teacher’s work in the process; verify what elements the teacher uses for planning the actions (legislation, graduation, co-work, and orientation of the education institute or the Secretaria Municipal de Educação – SEMED)   and analyses if the planning and application of pedagogic actions generate the expected results. This study is based in ideas of Vigotiski (1996), Lentiev (1978), Menegolla e Sant’Anna (2003), Ostetto (2000) and etc. The realization of this study was made with research in the Biblioteca Digital Brasileira de Teses e Dissertações – BDTD, about publications between 2010 and 2019. Also with the observation and questioning of a teacher of an early childhood class in a city of the state of Santarém-PA. As the results, the planning of pedagogic actions in early childhood education is a real challenging and some teachers were hesitating about it, when the planning was made, but only for burocratic purposes. Nevertheless, it was observed that the comprehension of that the planning is essential in any moment of life, is essential to apply in the education too, this includes the early childhood education, as the pedagogic actions has a high impact in the development of the children. In conclusion, the activities are only effective if it has been knowingly planned, applied, observed and replanned for the teacher, always with the same objective, the development and learning of the children in class.

Based on the epistemologic of the historical-cultural theory, this investigation comprehends that the individual is humanized as they appropriate the historically produced culture in the educational process. The visual arts in this perspective become an extremely complex human activity that arises from the individual's need to express and aknowledge their feelings and emotions, as well as enabling the development of the higher capacities, such as imaginativeness and creativity. However, what has been observed in the routines of early childhood education institutions in relation to the visual arts are mere reproductionists ready-made activities, with aesthetic standards pre-defined by others, who often seek to work only on the child's motor development, demonstrating, this way, a conception of a compartmentalized human being. This research had as it's general objective  understanding the challenges in the pedagogical practice of teachers for the effectiveness into working with visual arts in child education through the Historical-cultural Theory and, as specific objectives, to list significant aspects of the pedagogical praxis of teachers working with visual arts; to analyze how they use the institution's infrastructure to work with visual arts in this theoretical perspective; to characterize possible transformations in the teaching practice with visual arts based on a work inspired on the historical-cultural approach. For this, a training research type was  done (BRANDÃO E BORGES 2007; LONGAREZI and SILVA 2013; MIRANDA and RESENDE 2006), in which five ongoing educational training meetings were held with 12 teachers from a Municipal Center for Early Childhood Education in the municipality of Santarém-PA. Parallel to the training course, the teaching work of the participants with visual arts was monitored. In this stage of the investigation, it was possible to observe challenges on the realization of visual arts praxis as activities that promote the development of children's human capacities, such as: experiences provided based on biological nature, which mostly emphasize physical motor skills; the concept of  childhood; the teachers' concern with what they consider “mess” during visual arts activities; drawings that emphasize homogenization; the limited availability of materials and an impoverished routine. In addition, the institution's curriculum is based on commemorative dates, which reinforces the emphasis on the search for results. During the training, it was noticed that the teachers have few artistic experiences since they did not have such opportunities in their childhood. This leads directly to proposals of experiments with visual arts for children. However, hopefully, this research will assist reflections and notes into working with visual arts in early childhood education in order to promote the integral development of children.

This paper presents a theoretical and conceptual research about Storytelling; It addresses the problem of trivialization and critical emptying around this activity and asks: what does it mean to tell stories in early childhood education? Aiming to know its historical antecedents, its conceptual identity, the way it is systematized by the Historical-Cultural Theory, besides the basic principles that govern the presence of Storytelling in the first stage of Basic Education. From a global-analytical method, the research focused on the contradictions that form and surround the object in its social dynamics, taking as procedures: bibliographic survey, critical analysis of the concepts of Storytelling, Education and Imagination; contributions from the author's experience and production of the synthesis argument. The results were organized into 4 Thematic Movements and 2 Appendices addressing, respectively: Storytelling and its Social Unit; Imagination, Fantasy and Fabulation; Early Childhood Education as an invitation to Fabulation; Narrate, Fabular, Live (dis) charms in a Totality; Educational Research about Storytelling in Early Child Education; At a time of the ... Count Fabulary, which proposes an organizational model of basic repertoire for project and curriculum planning. The importance of research is to establish a knowledge framework for the theoretical and methodological foundations of Storytelling in educational contexts; understand its role as an enricher of child imagination through contact with the narrative culture developed by human societies that creat the universal fabulous; expose the web of affinities, crossings and specificities of the object of study with literature, theater and make-believe play; present the initial foundations of the concept of dialogical narration with epistemic projection for a coherent pedagogical approach to Storytelling; strengthen the pedagogical awareness, in the sense of overcoming conceptions of subjectivist appeal and common school practices, by grounding Storytelling as an activity of cultural and aesthetic value, in view of human formation, also considering the challenges of early childhood education in the Amazon.

This research, in progress, approaches the educational policies that lead to Integral Education based on the analysis of the actions implemented by the Municipal Secretary of Belterra / PA, in the period from 2012 to 2018. The temporal cut is due to the period in which the first actions of integral education in the municipality. The theoretical contribution is based on the conceptions of integral and full-time education of authors such as Arroyo (2012), Cavalieri (2007), Coelho (2009), Gadotti (2009), Gomes (2017), Lima and Almada (2013) as well as reflections on the implementation of Goch, Colares and Gomes' (2017), Perez (2010), Santos (2016), Secchi (2012) and current legislation. The Methodology used is based on bibliographical and documentary research, having as data collection instrument the documentary analysis. Preliminary results indicate that the Municipal Department of Education and Sport (SEMED) of the municipality of Belterra did not develop local actions of integral education but implemented educational policies of the federal government that promote its promotion through the More Education Program (PME) in 2012 and from the year 2016 the New More Education Program (PNME). It was also realized the importance of schools to set up a school council, transforming it into an Executing Unit (UEx), in order to receive the resources transferred by the Direct Money in School Program (PDDE) for these integral education inducing programs, and that the maintenance of resources for schools is intrinsically linked to compliance with the annual accounts. Another factor that must be taken into account is the delay in the transfer of funds to the execution of SMEs and PNME, which ends up causing a halt, even if temporary, of activities whose main objective is to improve the learning of students with low academic performance and with social vulnerability, through the expansion of both the school curriculum and the length of time spent in school.

The present study aimed to characterize teachers’ beliefs and practices in early childhood on economic literacy.  Specifically, we sought to investigate the teaching beliefs and practices about economic literacy (EL), identify the repertoire of educational social skills (ESS) and, finally, investigate the existence of relationships between the repertoire of educational social skills according to the beliefs and economic literacy practices.  The research was carried out with two teachers who work at Pre-I and Pre-II levels, who assist children aged 4 to 5 years at the municipal center for early childhood education (CEMEI – Centro Municipal de Educação Infantil), located in Santarem, Para, Brazil.  As instruments for data production were used: a) a sociodemographic questionnaire; b) a semi-structured interview script;  c) the Interview Script for Teachers' Educational Social Skills (IS-ESS-T) (Bolsoni-Silva et al. 2018);  d) a direct observation script;  the analysis of the semi-structured interview data was performed using the technique of the Collective Subject Discourse (CSD), by Lefevre and Lefevre (2003; 2005). The IS-ESS-T data were analyzed using the coding and interpretation instructions specific to that instrument.  The results showed, at first, that: knowledge about EL is still very incipient, and the beliefs expressed about the theme were limited to approximations arising from the common being;  practices that are limited to the dialogue between the teachers and the children were evidenced on some themes that are close to the concepts of EL, but without intentional, effective and systematized actions in the context of the preschool;  teachers' beliefs about EL are circumscribed to shallow conceptions and lacking a theoretical basis, demonstrating that they lack clarity on the concepts related to the theme, so it was not possible to establish a wide network of relationships between the constructs, as there is no  more accurate understanding of the EL precepts. Therefore, the ESS of these teachers are directed to other practices peculiar to the physical and social space of early childhood education; the results indicate that it is possible to establish links between the teachers' ESS and the EL, as long as there are beliefs on the theme that are consistent with their conceptual precepts, so that the ESS are, in fact, aimed at teaching themes related to EL. In view of this, it can be concluded that: i) EL presents itself as a distant reality with regard to the systematic, planned and effective presence in the context of early childhood Education;  ii) the insertion of the theme appears as urgent and necessary in the school curriculum;  iii) it is necessary to invest in teachers’ training, both initial and continuing, so that they can build their beliefs so that the task of educating economically be not delegated only to the family, but also to daycare centers and preschools in the municipality take the responsibility for an integral guided thematic curricula based on the acquisition of knowledge, skills and attitudes that contribute to the integral development of children in all dimensions, such as intellectual, social, emotional, ethical and moral.

This research, denominated “Teaching grammar in the perspective of New Grammar of Brazilian Portuguese by the author Ataliba Teixeira de Castilho”, is part of the subproject Analysis of Brazilian Grammars Written by Linguists, which has been developed since 2017 by the Group of Linguistic Studies of Western Pará ( Gelopa) at the Federal University of Western Pará (Ufopa), and aims to analyze Brazilian grammars written by linguistic-grammarians. As part of this subproject, this paper aims to analyze which conception of grammar and teaching of grammar emerges from the book A Nova Gramática do Português Brasileiro do Ataliba Teixeira de Castilho as well as identifying the auhors ideas related to the meaning of teaching grammar; the reason why you shoud teach grammar;  and how grammar should be taught. In order to reach our goals, we read and took notes of several authors who have discussed this theme, wrote reviews, made reflections and analysed our object of study. As a result, we can say that, for Castilho, grammar is a linguistic system made up of crystallized structures, organized in three subsystems: phonology, morphology and syntax. The author proposes that teaching is reflecting on the language and its phenomena, which reveals the linguistic knowledge stored in the speaker's mind, promoting, through research, a contextualized teaching which is linked to the students' experience and reality. The teaching proposal presented by Castilho aims to contribute to the student-centered conception of teaching.

This work is part of the Grupo de Estudos e Pesquisa em Educação de Surdos (GEPES) of the Universidade Federal do Oeste do Pará (UFOPA) and has the promotion of the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). This research, in progress, aims to analyze the teaching-learning process of deaf indigenous children from elementary school in an indigenous school located in the city of Santarém-PA. That said, I bring the following specific objectives: a) to analyze the school environment in which the deaf student is inserted; b) analyze the changes made in the context of the indigenous school to insert the deaf student and c) identify the pedagogical practices used by the student's teachers to interact with them. I use Newton Duarte's (2013) concept of being generic and Vygotski's (2000; 2001; 2010) ideas of environment, thought and language. In the methodology I use the historical-dialectical materialism, which works with the totality, contradiction and mediation, based on the book by José Paulo Netto (2011). As methodological tools I use classroom observation, field diary and semi-structured interviews. Finally, the relevance of this study is justified by the possibility of further reflection on the processes of inclusion of deaf people.

SUMMARY

This paper aims to present a study on Information and Communication Technologies (ICT) with Computational Human Interaction (IHC) in Virtual Learning Environments (VLE) as a support element for education with applications of active methodologies in the teaching-learning process. The problematic of this study is intended to investigate whether ICT resources, such as these virtual environments, through the use of computers and mobile devices combined with the use of the Internet, can serve as a support tool in the teaching-learning process. whereas ICT has evolved a lot in the last decades beyond reaching the most diverse areas of knowledge being no different in the area of education. The research biases the analysis of active methodologies as informal dimensions of education assisted by information and communication technology resources, using the Virtual Learning Environments (VLE). The study is based on the appreciation of active methods supported by technological platforms applied as a resource tool in the field of education in academic enviroment

After the 1990s, the process of inclusion of students with disabilities in regular education intensified in Brazilian education. It is understood that the inclusion movement is not restricted to the inclusion of students with disabilities in mainstream schools, but also aims to create the necessary conditions and strategies for all students to have access and remain in basic education. The inclusion of people with special needs in school requires changes in teaching conditions, these changes are mainly the responsibility of teachers who should seek teaching and learning methods where our children with disabilities feel safe and are active participants in the education system without being or feeling yourself deleted. It is essential that the teacher within the school context build methodologies that enable social interaction among all, seeking to include students with disabilities. The teaching of social skills, whether in or outside the school context, can be learned in social relationships and is essential for the development and formation of the human being. Thus, the present research project entitled, What Do Teachers of Students with Disabilities in Regular Education Think About Social Skills? It will be developed at the Fluminense Elementary School of the city of Santarém-Pa, which includes students with disabilities included, in order to understand the cognitions of elementary school teachers who work in regular classes with disabled students about Social Skills. . Specifically, the objective is: I-To raise the sociodemographic data of the teachers, II- To identify the Social Skills that the teachers consider important to be developed in the students with disabilities, III- To understand the teacher's cognitions about the role of the teacher in the development of Social skills of students with disabilities. The research is characterized as qualitative, field, exploratory and descriptive. The instruments for data collection will be: sociodemographic questionnaire and a guide for focus group session. The data will be analyzed using the IRAMUTEQ software developed by Pierre Ratinaud 2012. The theoretical foundation is based on studies on people with disabilities, teacher cognition and social skills.

Em construção

The objective of this work was to know how children in institutional care play in the Municipality of Santarém - Pará, institutional reception space considered as an environment where human development occurs, influencing the different ways of playing for children. As authors that support such theoretical aspects and disseminate such discussions, Bronfenbrenner (1996; 1998 and 2011), Vygotsky (1998), Bomtempo (1999; 2014), Bichara (2001; 2009; 2011; 2016), Smith (2017), Kishimoto (2001; 2010) and Huizinga (1999), among others. The participants were 05 children from five to twelve years old, we opted for the instruments socio-demographic data sheet, semi-structured individual interview script and observation scripts. The data were analyzed using the use and specificity of each instrument. 60 records of 5 minutes were made, totaling 300 minutes of systematic observation and 56 records of general observation of the institution. The results showed that 42, 45% of the games occur in the living room, followed by the playground 29.25%, and the third maloca with 19.81%, presents in relation to the choices of games that the game symbolic was the most frequent with 35.85%, followed by construction games 28, 30%, physical exercise 21.7%, turbulent 7.5% and with rules 3.7%, showing that there is a relationship between space and children's play choices. In relation to the interviews, the children answered 15 questions about the routine and the playroom, evidencing in their speeches that they do not use the playroom as they would like, and even though they play in spaces that they would not like to play in the course of their daily lives. Therefore, this study contributes with empirical results on playing in a host institution, as well as elucidating the need for flexibility in the use of spaces for the occurrence of all forms of play. In addition, it is suggested that new policies be implemented in relation to the use of the toy library by all professionals in the institution, as well as the analysis and improvement of strategies that promote playing in the context of the institution.

Accelerated changes mark contemporary society. The school is at the center of these changes. In this work we cut out how the information and communication technologies transformed into an extension of the body by mobile devices interfere in the teaching and learning processes. To this end, the study investigates how mobile digital technologies interfere in an elementary school II from the analysis carried out in a school unit located in Santarém-Pa. Our proposal is to understand whether or not these technologies interfere in the technology-teacher-student relationship in the classroom environment. It is a qualitative study, in which we used literature review, documentary and empirical research. The data collection instruments were: two questionnaires that we will apply (one for teachers and another for 9th grade students), direct observation, without interference from the researcher, observation notes diary.

The teaching of LP (Portuguese language) and, as the consequence of this, grammar teaching needs updating. With the advent of linguistic science in Brazil, numerous researchers dedicated themselves to the study of the facts / phenomena of authentic uses of the language. However, the results of language research have failed enter the basic education environment as it should, and therefore, there are barriers that need to be overcome. This work, with an analytical conceptual character, aims to investigate the conception of grammar teaching in the GPPB (Brazilian Portuguese Pedagogical Grammar, Bagno, 2012). The research chose as guiding questions four questions: What is grammar? What is teach grammar? Why teach grammar? How can one teach grammar?, which maintains connections with one another, because the teaching of grammar (what is / for what / how) depends on a clear and solid definition of the term "grammar". The answers found may allow the articulation between the grammar produced by a contemporary Brazilian linguist and the teaching of LP, contributing to the incorporation of results of the linguistic research to the pedagogical practice of the professionals who act as Portuguese teachers, whether as mother tongue or foreign language. With the research, it was possible to perceive the polysemy of the term "grammar" and the provisional "grammar of a language", because it is in an uninterrupted production process, and also to maintain regularities that allow to apprehend and analyze it. Grammar teaching may not want to pass on to students what does not exist (or cease to exist) in the language, but must be honest to the extent that it makes possible the contact with a diverse variety of oral and written texts of their language. Grammar is taught (or language) so that the learner is able to manifest effectively in all social contexts, using all possible resources that language offers to interaction. How you are going to teach is a delicate matter and what you find is still not enough. In this work we find much more "what to teach" than "how to teach", but some suggestion appears. It should be emphasized that it is not in the interest of this research to propose methodologies, but to reflect on the grammar teaching proposals found in the GPPB.

The research addresses the insertion of the use of Digital Technologies (TD)
articulated to the assumptions of Mathematical Modeling (MM) in teaching. It
has as a vector principle the pedagogical mobilization of knowledge by the
teacher, in relation to teaching mechanisms, which can be operated in the
classroom. It aims to investigate possible relationships of the MM with the TD in
school education, to subsidize the teaching processes in the 5th year of
elementary school. The specific objectives are related to the development of
means for the use of TD with mathematics for school activities, via MM and
technology-based teaching strategies. The guiding question establishes the
following research parameter: "How to relate the MM with the TD, in view of the
teaching of mathematical concepts?". In order to answer and reach the
objectives, the methodology was based on a systematic study of theoretical
references such as: Bassanezi (2011), Biembengut e Hein (2016), Valente
(1998), Borba, Silva e Gadanidis (2016), Mazzoti (1998) and others. Survey of
literature related to the topic, aggregating the researches of Menezes (2016),
Schütz (2015), Furtado (2014), Mastrela (2014), Borssoi (2013), Ferreira
(2013), Diniz (2007), Barbosa (2001). In addition to tools and auxiliary
techniques for collecting additional information on the formation of focus groups,
participant observation and interviews. This research was based on the
organization and dimensioning of teaching experiments, in which the activities
were dimensioned from a configuration of educational scenarios and were
directed to the production of thematic models with two themes: I - Mathematics
and civil construction (construction of plants lows and models) and II -
Mathematics and art (Construction of artistic elements), from TD available in the
school as: geogebra, phet, kahoot and elements of MM in education, through
the application of an intervention project for 36 students of the 5th year in a
municipal school in the city of Santarém - PA. These digital resources aided the
process of teaching mathematics, projecting possibilities of teaching
mathematical concepts through an educational research line (STEFFE;
THOMPSON, 2000). The results project considerations on: dialogical referrals
provided by the teacher, when starting the activities development, provides an
initial interest factor on the proposed and planned situations. From the
technological point of view, there was a significant degree of interest when the
students made the first manipulations and development of thematic projects. At
each stage of these activities, mathematics emerged and systematized in an
articulated way with other subjects or knowledge. It was possible to develop an
interdisciplinary work, characterizing elements of discussion in order to validate
the implementation of new methodologies for teaching mathematics. based on
the relationships between MM and TD, aiming at the learning of concepts and
mathematical representations.

A presente dissertação objetiva analisar como o docente masculino de Educação Infantil se percebe e é percebido no espaço escolar no contexto da Amazônia paraense, como também investigar as trajetórias profissionais dos docentes masculinos que atuam na pré-escola na cidade de Oriximiná, compreendendo os fatores que motivaram, dificultaram ou facilitaram a opção e permanência destes professores pelo trabalho docente com crianças na pré-escola. O referencial teórico baseia-se perspectiva histórico-cultural, a pesquisa é de abordagem qualitativa, do tipo estudo de casos múltiplos tendo como sujeitos os três docentes que estão atuando com crianças pequenas em escolas de educação infantil públicas da zona urbana do município de Oriximiná/Pa. A construção de dados deu-se pela técnica da entrevista semiestruturada, gravada em áudio, aplicada com 03 gestoras escolares, 03 coordenadoras pedagógicas, 01 representante da Secretaria Municipal de Educação, uma mostra de professoras que atuam nas escolas de educação infantil, as crianças e seus familiares e com os próprios docentes masculinos do pré-escolar I e II das escolas selecionadas. Registrou-se no Diário de campo as informações construídas durante a pesquisa. Utilizou-se como método para a análise dos dados, a análise de conteúdo baseado nos estudos de Bardin. O tratamento e análise dos mesmos assume uma abordagem discursiva a partir da percepção dos participantes acerca do objeto estudado. Nesse sentido, as reflexões apresentadas nesta pesquisa giram em torno de um material heterogêneo que focaliza à docência masculina na educação infantil, o papel do professor e a concepção de criança na Teoria Histórico-Cultural. Os resultados da pesquisa mostram que no município de Oriximiná/PA, os docentes masculinos que atuam na educação infantil já enfrentaram muitos desafios e discriminações, mas todos demonstraram dedicação e empenho na profissão escolhida, o que vem colaborando de maneira significativa para aceitação e valorização desses profissionais pela comunidade escolar, que já não os veem como um intruso na escola da infância com objetivos duvidosos, desmistificando a concepção cultural criada ao longo dos anos, de que educação infantil não é espaço profissional para professores do sexo masculino, pois os critérios para o sucesso profissional de um docente na escola da infância não é o gênero docente, mas sim a formação acadêmica, profissionalismo e a vontade de exercer a docência na educação infantil com qualidade.

This work, entitled formation and the manifestations of expectations of the stricto sensu Education postulants/students of peripheral university", whose objective is to verify the epistemological posture of the postulants and students of the PPGE-Ufopa, especially in what concerns to the open or rigid/closed posture in front of the knowledge. More precisely, in what way the subjects of research establish a relationship with the goods of the hegemonic culture and the way in which they study and understand knowledge. For this, the profile of this post-graduate student/student stricto sensu is drawn up, who until recently had no access to this level of education and verifies the objective and subjective implications in his education. In order to better circumscribe the analysis, the study investigates the motivations, the mishaps and the learning of the research subjects in the master experience. The research dialogues with previous studies in this field to outline some concepts such as epistemological posture, objective and subjective availabilities, collection constitution, new student and peripheral university, especially with the studies of Britto (2004; 2009), Britto et al. (2008), Gomes (2010), Castilho and Britto (2009), Santana (2011) and Corrêa (2017) and master's level study in Britto et al. (1999). For the data production, the research was made use of two questionnaires answered through Google forms®: one applied to the postulants to the masters at the moment of entry, composed of 32 questions and another one applied to the students and postulants of the PPGE-Ufopa, composed of 19 questions. In addition to the questionnaires, a conversation was held with a group of seven students of the master's degree in order to clarify some data. The analysis counted on the data produced with the questionnaires, conversation wheel and with the personal perception of the researcher, as research-pain and subject of the research. The profile of the students is in many ways close to the "new student" proposed by Britto et al. (2008). In addition to the strict/closed epistemological posture, as observed by the researcher in undergraduate courses at peripheral universities, the student of the Ufopa masters diverges from the classical student at this level of education.

...

Os estudos relacionados à educação de pessoas com deficiência são amplamente realizados por educadores, professores e pessoas com interesse na ampliação do conhecimento para efetivação da inclusão. Entretanto, observa-se que as pesquisas voltadas para habilidades sociais de pessoas com deficiência ainda se mostram de forma tímida, principalmente no que tange ao contexto das aulas de educação física. Tais estudos têm se concentrado na formação docente para atuação no contexto escolar inclusivo. Outros ainda têm se preocupado em ampliar o repertório de conhecimento de habilidades sociais educativas de professores para contribuir com a inclusão. Desta forma, o que se nota é um desfavorecimento das pesquisas a respeito de alunos com deficiência física e sua cognição sobre habilidades sociais. Compreende-se aqui as habilidades sociais como um conjunto de atitudes e comportamentos que favorecem um bom desempenho social e possibilitam um melhor desenvolvimento das relações interpessoais. Nesse sentido, busca-se nesta investigação conhecer as cognições (crenças, pensamentos, percepções, etc.) dos alunos com deficiência física incluídos no contexto das aulas de educação física. Para isso, pretende-se ter como público participante alunos de ensino fundamental II que se encontram do 6° ao 9° ano, na faixa etária de 11 a 15 anos e são deficientes físicos. Para coleta de dados, serão utilizados como instrumentos o questionário sociodemográfico, que será preenchido pelos pais ou responsáveis e usado para se ter mais conhecimento do público em questão, e a entrevista semiestruturada, juntamente com a técnica “história para completar”, em que o entrevistador sugere uma situação imaginária, dentro do contexto em que se quer pesquisar, e os participantes entram na história, expondo seu pensamento. Para análise de dados, pretende-se usar o software Iramuteq, que é utilizado em análises textuais que expressam opiniões, crenças e pensamentos. A relevância desta pesquisa está em ser uma investigação de cunho educacional, psicológico e de valorização das habilidades sociais no contexto inclusivo, diferenciando-se por priorizar a voz dos alunos com deficiência física, pois acredita-se que a investigação da cognição destes poderá ser um instrumento de autorreflexão e reflexão dos que atuam com este público. Espera-se na análise dos resultados que esses alunos com deficiência física reconheçam e compreendam as habilidades sociais em suas classes e possam perceber que essas habilidades se encontram presentes no contexto das aulas de educação física e amplamente no contexto inclusivo, contribuindo para o seu desenvolvimento pleno.

The use of radio as a pedagogical resource in the Rotary and Mother Immaculate
schools, in the city of Santarém, was the object of this research, aiming to understand,
if this communication media still has pedagogical potential for the learning of children
and adolescents, and if This fact favors the protagonism of the students involved in the
process. In this perspective a case study was carried out, using school radio, through
the project Tuning of Education in the Rotary School, and also a research participant
in Radio Fala, guys! from the Immaculate Mother School. Before immersing in the
universe of schools, it was made a journey through the history of radio in Brazil,
considering how this vehicle became popular and an educational tool. In the same
way, we tried to understand how education and communication intersect until reaching
what today the most recent researchers call educommunication. To reach that
purpose, we had as methodological articulation, research bibliographic and
documentary research, as well as interviews with the actors involved and observation.
It was found that the Department of Education of the municipality does not have a
record of Santarém radio schools. And that the object of investigation opens countless
possibilities in school, even with deficiencies that can only be corrected with the
involvement of the State.

This research has as object of investigation the teacher's perception about the implementation of the Mais Educação / 

PME Program in two schools of the Municipal Education Network in Santarém-PA having as a temporal cut the period 

from 2009 to 2015. The research is inserted in the line Research, History, Politics and Educational Management in the

 Amazon, and its general objective was to discuss the teachers' perception about the SME as a diffuser of Integral

 Education in the Municipal Education Network of Santarém. And, for specific objectives: (i) Investigate the More

 Education Program within two schools of the Santarém Municipal Education Network; (ii) discuss the implementation of

 the More Education Program from the viewpoint of the educators of the two schools and; (iii) present the MEP from 

the teachers' perception. The research was developed in two municipal schools selected from previously defined 

criteria. As instruments for data collection we used documentary research, questionnaires and semi-structured 

interviews. For the field research, we applied questionnaires to those involved in the school community. The 

interviews were conducted only with the teachers, totaling five participants. The theoretical basis of the research is

 in the studies of Coelho (1998, 2009), Gadotti (2009), Moll (2010, 2012, 2015), Paro (1988, 2009), Goncalves 

(2006) and Cavaliere (2007). The results of this research are presented in two moments: the description of the More

 Education Program in the two schools investigated; and the presentation and discussion of the MEP from the 

teachers' view of the two schools. Teachers' Perceptions respondents fall into three categories, which are the analysis

 categories of this research, namely: physical structure; peer exchange and; student development. THE research 

reveals that despite efforts by management to make the program had full realization in its units, the infrastructure of

 the school environment was insufficient. The sense of non-belonging of SMEs in schools was evident in the teachers

 speak of stating that the program was only using a school building. In addition, another major factor in the research

 was the lack of organization of meetings and continuing education for the workshop and teacher. What teachers

 performed to try to have a good income, even if little expressive, were the exchanges between peers, that is, the

 exchange of experiences and the conviviality with the other contributed to the educational practice. We understand

 that integral formation encompasses all the efforts that the school should promote to work on the aspects social, 

psychological, pedagogical and affective of the student, but the teachers saw the more education program as a 

tutoring when in fact this could be a opportunity for integral student development.

This research aims to analyze the contributions of a collaborative academic community - FORMAZON - which integrates school teachers, academic teachers and future teachers from different areas, for the professional development of its participants. The research sought to answer the following question: How does a collaborative academic community contribute to the professional development of its participants? As a theoretical basis for data production, discussion and analysis, we associate the concepts of teacher professional development (DAY, 2001; MARCELO GARCIA, 1999); communities with investigative posture (COCHRAN-SMITH; LYTLE, 1999, 2009), collaborative groups (FIORENTINI, 2004, 2012, 2013); CRECCI; FIORENTINI; 2013, 2018) to the Social Theory of Learning and the notion of Community of Practice (LAVE, 2013; WENGER, 2008, 2013; WENGER, MCDERMOTT; SNYDER, 2002). For the design of the qualitative research (BOGDAN; BICKLEN, 1994) we adopted a case study (YIN, 2001; ALVES MAZZOTI, 2006), which investigated the interaction in the community in a particular and real way. For this we used, as data source, the participant observation, the field notes and audio recordings, which were collected in 12 meetings during 2017 and 2018. In the data analysis, we used the thematic analysis proposed by Guest, Macqueen and Namey. (2011). Eighteen participants participated in the research, including 02 university professors, 01 master, 02 academics, 07 master's students and 06 school teachers. The results show that FORMAZON, as a collaborative academic community, has provided the development of its participants as it adopts collaboration in the process of building research and practices; also enables reflection and research on the practice, promotes the sharing of learning, drives the investigative posture at the interface between school and university, and encourages personal and professional maturation. However, the study shows challenges regarding the expansion of the investigative posture related to the written production and the permanent collaboration between the university and the school. We conclude that collaborative groups can foster teacher education actions, as they can be catalysts for the continuing professional development of teachers.

The text presents a dissertative analysis on the implementation of Goal 6 of the Municipal Education Plan that legitimized Goal 6 established in the National Education Plan (PNE 2014-2024) and assumed responsibility in municipal terms, through ten strategies to achieve it. on the extension of full-time education to PNE Goal 6. According to the Federal Constitution of 1988, education is a social right, based on this assumption, it is the State's function to guarantee and fulfill the social demands advocated through public policies in order to guarantee the right to education. Thus, integral education is legitimized as one of those policies intentionally designed to safeguard such a right. In this perspective, this research aimed to analyze the implementation of the inductive policy of integral education (Goal 6- SME), focusing on the actions developed by the Municipal Secretariat of Education of Santarém-PA, from 2015 to 2018. The choice for this period was due to the beginning of the validity of the Municipal Education Plan (PME 2015-2025), approved by Law n° 19.829, of July 14, 2015. We have as object of study the public education policies of the municipality of Santarém-PA. This dissertation discusses integral education and its theoretical conceptions, presenting the historical context of the experiences realized in Brazil, besides the legal provisions of integral education and the federal programs that were created in order to induce full time policies for elementary education in Brazil. recent years, based on the authors Cavaliere (2002; 2007); Moll (2010), Coelho (2009), among others. We deepen the studies on public policies and educational public policies in their general aspects, including integral education in the light of the policy cycle, as well as understanding the regulatory framework of Brazilian educational policies: the Federal Constitution of 1988 and the Law of Guidelines and Bases Education, Law n°. 9.394/96, presenting the National Education Plan (PNE), focusing on Goal 6, which deals with full-time education and its strategies, presenting the current conjuncture of education, with the impact of expenses occasioned by the Constitutional Amendment of n°  95. This tangentially affects and limits the implementation of educational policies that will cover the period of the PNE, with theoretical support from Santos (2016), Azevedo (2004), Saviani (2014; 2016), among others. The methodology approached was the documentary research comprising the phases of document collection and the analysis, defining as categories: financing and infrastructure of full time education in the referred municipality. Finally, based on the research data, the results show that SEMED develops two models for the expansion of the school day: full-time students through federal programs, aiming at complementing student training in the school hours, initially with the Program. Mais Educação and later with the Novo Mais Educação Program, besides having the municipal schools of complementary service: School of the Forest, School of Environmental Education of the Park and School of Arts. Emir Hermes Bemerguy; It has two full-time schools: Frei Fabiano Merz Full Time School in the urban region and Sister Dorothy Mae Stang Full Time School in the countryside. And about the Santarém Municipal Education Plan, it was established in Goal 6 that concerns ten full-time education strategies, five of which were considered accomplished, but this Goal is still a challenge for its achievement, both at the national level. as in the municipality of Santarém, mainly because of the structural condition of the school units of the municipal network, as well as the lack of resources to make adjustments in schools and assist students, as well as the lack of construction of new schools in the municipality

The present work results of a in progress research, developed in the Program of Aftergraduation in Education of the Federal University of the West of Pará-UFOPA, whose object of study is the analysis of the historical precedents of the creation of the Federal University of the West of Pará (UFOPA), in Santarém - Pará. The objective is to understand as the historical process of implantation of the Federal University of the West of Pará - UFOPA occurred, and as consequência, the understanding of the contradictions between the local expectations, and what was materialize in form of public superior education in the region. It has as objective specific: Systemize the information on the history of the implantation of the superior education in Santarém - Pará, observing the economic interests, politicians, social and educational who had culminated with the creation of the Nucleus of the UFPA in Santarém and, later, had led to the creation of the Federal University of the West of Pará - UFOPA; To register constructed the collective and social memory on the Nucleus of Education of the UFPA, the Advanced Campus of the UFSC and the university Campuses of UFPA and UFRA in Santarém; e finally, To describe the social repercussion throughout the studied period, through participants  (professors, technician and pupils). This is a research of bibliographical, documentary,  realized trough semistructuralized interviews, where to resort to oral history as technique for confrontation between sources. It will be used as main sources the legal and institucional documents (laws, decrees, to seem, resolutions, plans and reports). The partial results point that the actions of internalization of the UFPA, the implantation of the Advanced Campus of the university UFSC and the Campi of UFPA and UFRA in Santarém had been basic for the creation of the UFOPA, for evidencing the base of sustentation of collective actions and strategical, as much of institucional actors, how much social. From this, it is intended to contribute for the construction of history and the memory, also of those contents that the written documents do not say, but that they are part of the history, allowing not only to fill the gaps on what it is written, but also, to contemplate a social function that makes possible the boarding beyond the written data, capable to open space for other oral sources that construct the history of the men and the humanity. (in construction)

Issues concerning the consolidation of collaborative practices have stood out and become a promising field that needs to be explored. In this sense, this research aims to describe and analyze how the process of building the university - school relationship is constituted, from the collaborative perspective, aiming to reflect on their possibilities and potentialities, having as the locus of constitution / interaction for such narrative the group “Teacher Training from Pará in the Amazon – FORMAZON”, linked to the Federal University of Western Pará-UFOPA. For the development of this research, the narrative and the discursive textual analysis were used for methodology as a contribution to this endeavor as it constitutes multiple perspectives on the study. The theoretical framework adopted to refer to collaborative groups and / or communities uses the assumptions of Fiorentini (2004, 2009, 2013), Crecci (2016), Gama (2007), among others and, in relation to the narrative perspective, relies on Clandinin and Connelly (2015) and Bondia-Larrosa (2002), and the Discursive Textual Analysis in Moraes and Galiazzi (2006), using, as data collection instruments, the recording and transcription of the speeches produced in the meetings held within the FORMAZON group on Saturdays at the university. The dialogues produced in the Saturday meetings between the group members (namely: university teachers, basic education teachers, graduate and undergraduate students) were intended to bring together and overcome the possible dichotomies in these contexts, seeking to build a friendly relationship and reliability between the subjects that make up the process I conclude that the data obtained from the meetings held at the university promoted the protagonism of the teachers of basic education, since they had their activities and actions disseminated through the socialization and production of written reports of successful experiences held on the school floor, besides the construction of non-hierarchical relationships between members, highlighting the collaborative character of actions and practices proposed by the group, which allowed the exchange of meaningful knowledge for both university and school. I understand that the reflections already started in this study have raised pertinent discussions that will guide new ways of continuity of relations, with a view to consolidating sustainable practices aimed at the potentialization and interaction between university-school, in order to enable new and important discoveries from of this approach aiming to broaden the horizons and their scope, from the promotion and consolidation of collaborative practices.

This study investigates how TDICs can constitute teaching and learning possibilities that promote the principles of a polytechnic integral education with socioenvironmental responsibility in a full-time high school in Santarém-Pa. To this end, we propose: to map the conditions of logistic, technological and human resources infrastructure for a human formation from the perspective of polytechnic integral education; analyze the use of Digital Information and Communication Technologies (TDICs) as a pedagogical tool for interaction and collaboration in the school environment and its contribution to the teaching and learning processes; identify sustainable initiatives and / or practices that demonstrate integrating ICTs into the full-time high school classroom and the world of work; analyze challenges and benefits of using Green IT in this educational space; potentiate the use of Green IT in the school space and promote social and environmental awareness. The study is a qualitative approach, in which we resorted to literature review, documentary and empirical research, of the collaborative action research type, with the installation of the collaborative reflective formation group in the school studied. The data collection instruments were: interview, questionnaire, researcher field diary and photographic records. Eleven teachers, 02 management representatives, 03 Trainers of the State Educational Technology Center, and 88 high school students from the full-time Santarém-Pa school participated in the survey. The results of the study showed, at first, that the conditions of logistics and technological infrastructure do not meet the needs of a school that proposes to offer integral education; there is discussion about sustainability, but without effective actions in the school context; insipient Green IT knowledge by teachers and almost none by students; the recognition that Green IT is manifesting itself as a trend in the technology field and as an alternative to potentiate sustainable actions in the school space. Given the above, we conclude that: i) the implementation of the Green IT tactical level in the school is a viable alternative for the promotion of a sustainable integral education; ii) the collaborative implementation of TI Green's 4Ps (Posture, Practice, Policy and Production) in the school was a successful experience, showing behavioral changes of young students, contributing to their more integral formation; iii) the production of authored pocket videos, in the scope of the research, indicated an alternative to assign meanings to the TDICs, making the content more attractive to the student, focusing on learning and the learner, besides enriching the educational environments; iv) TDICs can promote the involvement of educators and learners engaged in the processes of teaching and learning, as well as stimulate the continued formation of teachers. This experience of TI Verde can be extended to other educational institutions, to create and / or strengthen the use of TDICs with social and environmental responsibility. This
pedagogical process promotes a socially and environmentally responsible citizen formation, and it can be inferred that the uses of TDICs in the context of integral education find meaning when they employ the Green IT assumptions in a collaborative and critical manner.

Full-time and full-time education is an issue that has taken center stage in educational policy in recent years. Therefore, this study had as central problem: What is the concept of integral and full-time education that permeates the Pedagogical Political Project of the Sister Dorothy Mae Stang field school? The general objective was to identify the concept of Integral and Integral Education present in its Political and Pedagogical Project and in the actions developed by the school. As a study methodology, a qualitative approach was used, which involved bibliographic research, in which studies were carried out on thematic and documentary analysis, whose main document was the Political Pedagogical Project, as well as teaching legislation, both at federal, state and municipal. The results indicate that in the state of Pará and in the municipality of Santarém, the main full-time policy developed in the period from 2012 to 2017 was the More Education Program. The Municipality of Santarém started in 2012 the development of a full-time municipal policy, creating two schools as a pilot experience of full-time integral education, one in the urban zone and another in the rural area, the latter being the rural school Sister Dorothy Mae Stang, object of this study. The Pedagogical Political Project proposes to work the formation of rural man within the perspective of integral education. The main challenge of the school is to ensure that the turnover of teachers at each end of the year and that teachers do not stay full-time at school does not detract from the activities provided for in their Political Pedagogical Project.

Schooling is discussed here as research object in the municipality of Itaituba-PA, problematized on the relation of this town with the socioeconomical context generated by gold exploitation. Firstly the historical construction of Itaituba town society is presented after rubber and gold times. The land where the town of Itaituba is located today used to be occupied essentialy by indigenous peoples – Mundurukú and Maués -, suffering colonization by Europeans, mainly the Portuguese. As labor relations have changed along the years and so has the educational process – maily the institutionalized – trying to answer new organizational demands. Itaituba has been built up from actions that didn’t prioritize social development, as well as in other regions where extractive exploitation prevails in economy. The study presents a general overview of education from 1970 to 1995, based on available data, highlighting the quantities of school units, enrolled students and teachers working in the education system. The methodology consisted of a historical study that tries to understand the relation between society and education after changes in the economic base, however, paying closer attention to local aspects of the perceptions of some subjects about the school evolving path of Itaituba. The question that guides this research questions how the development of education occurred during the mineral extractive period in the municipality of Itaituba-Pa. Thus, semistructured interviews were used with teachers who work in that town, aiming to raise information about the history of local education, trying to identify whether School Education reflects or not nuances of labor exploitation by capital. We have highlighted the extrativist gold process – consequently its evolution -, where miners make up the workforce exploited seamlessly by capital, and, for the illusion of getting rich fast, s/he stays longer, making up a family or helping form a village that claims school education but that are not put under appropriate circustamces for this service. And, when they’re implemented, schools start being part of system that feeds the economic one. By doing so, this study confirms the understanding that schooling in the burguoise way legitimates the dominating class interests, and those values start being internalized instead of existing a critical awareness about work exploitation by capital.

Abstract:

The present study presents the results of the application of a Lesson Study cycle in a state public school in the city of Santarém-PA. The purpose of this study was to identify contributions to the professional development that three English teachers participating in the research attribute to the use of the Lesson Study. As specific objectives, the study aimed to: (a) identify the professional development actions and activities that the teachers involved in the research have access to or usually participate in; (b) identify the impressions produced by the participating teachers in relation to the Lesson Study practice; (c) describe how the participation of teachers occurred during Lesson Study activities; and (d) identify the main difficulties teachers face in their participation in Lesson Study activities. This qualitative research is characterized as a case study (YIN, 1984), in the participant observation modality (MAY, 2004; QUEIROZ et al., 2007), and observed the following methodological procedures: bibliographic review and field research with the following steps: (i) formative meetings on Lesson Study and (ii) implementation of a Lesson Study cycle with two iterations of a research lesson. For the collection of data we use the following methods: 1) record of observations made by the researcher; 2) audio and video recording of all phases of application of the Lesson Study; 3) semi-structured interviews before and after the application of the Lesson Study cycle; 4) Lesson Study reflection logs (STEPANEK et al., 2007); and 5) chat log via Whatsapp. The data were analyzed through thematic analysis (GUEST; MACQUENN; NAMEY, 2011). Our discussion has as theoretical support authors such as Nóvoa (1999; 2009), Shulman (1986), Lewis (2012) Cerbin and Kopp (2011), Stepanek et al. (2007), Lave and Wenger (1991). On the one hand, the results show that the teachers considered the teamwork provided by the Lesson Study as a factor of extreme relevance, allowing them to reflect on the quality of their teaching practice for effective student learning. The results point, on the other hand, some difficulties for the participation of the teachers, as the lack of time due to the excessive workload. In spite of this, the teachers favored the diffusion of the methodology in Brazil, concomitant with transformative actions in the educational system.

It is known that the use of technologies in the classroom is a reality, whether brought by students, teachers or the institution itself. There is no way to dissociate the teaching-learning process and the technologies in the classroom. It is up to the institutions, society, public policies and teachers, to seek ways of improving the integration of these technological resources into the teaching-learning process of academics. The university professor must have knowledge and a training that combines the Communication and Information Technology - ICT pedagogical practices, because it is his responsibility to train students to work in the labor market as demanding as it currently exists. Such statements stimulated the development of this research whose objective is to investigate which technological resources the Higher Education Institution makes available and how the use of these resources is made by teachers in the curricular subjects of the Bachelor's degree in Administration and graduation in Pedagogy. The methodological procedure adopted to carry out the research, in addition to the bibliographic research, citing renowned authors such as Bardin (2010), Bratti (2016), Kenski (2003), Lévy (2011), Masetto (2010), Moran (2013), Pimenta (2002) and Valente (1999), among others, is still classified as exploratory-descriptive using a qualitative-quantitative approach with professors of the courses of Bachelor of Administration and Licenciatura in Pedagogy. For the data collection, a questionnaire was formulated with objective and subjective questions, semi-structured interview and analyzed, through statistical data the objective questions and content analysis for the data obtained through the subjective questions. With the results, it can be verified that it is not all the teachers that use technologies in the classroom, it is possible to affirm that the HEI does not offer continuous training course related to the use of ICT in the classroom; it was also verified that the most used tools are the computer, Datashow for slideshow and internet. In general, it can be said that the technologies are added to the disciplines as an object to assist in the transfer of content from classes and that none of the teachers add the technologies to the teaching-learning process. It was observed that the HEI has a good physical structure that allows teachers access to a great diversity of physical technological resources. It was also verified that, teachers have the pretension to seek knowledge to improve their techniques regarding the use of ICT in the classes and thus to contribute with the student's training process in an efficient way. To change this scenario, it is proposed to the HEI, investments in qualification and / or specialization of teachers to improve the use of ICT in the classroom in a way that contributes to the quality in the teaching-learning process of academics.

The present research discusses educational policies at the municipal level, whose main objective is to identify the educational policies implemented by the Itaituba / PA Municipal Department, from 1997 to 2016, considering the historical and legal frameworks of Brazilian education, such as the Law of Guidelines and Bases of National Education - LDB nº 9.394 / 96, Federal Constitution of 1988, highlighting the process of municipalization of education and educational reforms occurred since 1990, which allowed the historical record of policies aimed at improving education municipal. Among the theoretical foundations are the contributions of Sousa (2006), Libâneo (2016), Frigotto and Ciavata (2003), Oliveira (2009) and Sanfelice (2016), who address education as a public social policy and school education as everyone's right and duty of the State. As for the methodological assumptions, we used qualitative research, based on the case study of the Municipal Secretariat of Education as a locus of analysis and as categories of analysis: democratic management, teacher training, physical and didactic-pedagogical-curricular network. As a tool for data collection, we used document analysis (primary and secondary sources) and semi-structured interviews. The results pointed out, considering the process of decentralization of autonomy, foreseen by LDB 9394/96 and CF 1988, that the municipality underwent a period of adaptation and administrative learning, facing the challenges of municipalization of education. Semed has undergone restructurings both in physical infrastructure and in increasing the number of servers to meet the new demands of education. As for the educational service, at the beginning of the process of municipalization of education, in 1998, there was an increase in the number of students, requiring the management, reforms, extensions and construction of new schools, as well as hiring of personnel and public tendering. Fundef Fundamental Education Development Fund was fundamental for these investments. The results also point to the stagnation of state public education, disproportionate to the growth of municipal public education, in quantitative terms (number of schools, teachers and enrollments), which suggests a lack of collaboration between the state and the municipality. Despite the attempt of collective participation in the elaboration of educational policies, the municipal and state networks seem to move parallel. Governments have taken important steps towards democratic management, encouraging community participation in municipal education decisions. The teacher training, from the first management was prioritized by Semed projects. The expansion of the physical network and school reforms were a priority at the beginning of municipalization, since the municipality needed to adapt to the new reality. In the last three administrations, it is important to highlight the importance of the National Education Development Fund (FNDE) for reforms and expansion of the physical network of schools. The didactic-pedagogical-curricular programs and projects of the last administrations presented a close relationship with the system of evaluation of basic education - SAEB, aimed at increasing the Basic Education Development Index - Ideb. In summary, despite advances in municipal education, as well as the reality of other Brazilian municipalities, especially those in the state of Pará, there is still much that needs to be improved in the infrastructure of schools and the valuation of education professionals for the provision of a quality education.

Contemporary music education has centered its field of study and its approaches on diversified practices, seeking to contemplate different spaces, contexts and methodologies. Based on this bias, this work presents the educational-musical practices in a non-formal teaching space in the city of Santarém-Pará, in the Amazon, from the perspective of the participating children, focusing on the theoretical assumption that the child is a be active in the developmental and learning process itself. From this perspective, this study has the general objective: To analyze the making of music in a project of socio-cultural inclusion through music, from the perspective of the participating children. As specific objectives: Unveil the participants' perceptions about the project; describe the activities carried out by the children, in their perspective; find out how the children identify the music teacher and his musical activity and identify the children's perceptions about factors that facilitate and hinder learning music, in the context of making music in the Sementes Musicais project. The theoretical framework of this work includes authors such as: Arantes (2011), Almeida (2012), Araújo (2009), Santos (2004), Sousa (2004), Grossi (2003), Gadotti (2005), Queiroz (2004), Menezes (2010), Libâneo (1999, 2000), Oliveira (2000), Arroyo (2000, 2001, 2003), Queiroz (2007), Araújo (2009), Santos (2006) Kleber (2003, 2006), Brescia (2002) , Green (2008), Gainza (1988), Ilari (2002, 2003, 2009), Martinez and Pederiva (2013), Joly (2003), Souza (2004). To carry out this work, qualitative research was chosen, in the form of a case study. Twenty children participated in the age group from 8 to 12 years old old, students of the recorder and keyboard class. The instruments used for data collection will be a field diary and a focus group script. The data from the focus group were analyzed using the technique of the Collective Subject Discourse (LEFÈVRE & LEFÉVRE, 2005). The speeches produced dealt with the children's understanding of making music in the project, covering the themes: the project's purposes, the educational-musical practices that take place there, the conceptions about the music teacher and learning music. Throughout the speeches created in the various verbalized themes, the children indicated the presence of playfulness in the process of making music, the conception that the project brings opportunities for children, adolescents and adults to experience music and also, music as an element that promotes a future perspective. The work in question contributes in the academic sphere, by providing subsidies for making music in non-formal teaching contexts, as well as in the social sphere, by giving children a voice and understanding them as subjects of law and active participants in their own history.