Repositório Institucional da Universidade Federal do Amapá - RIUNIFAP

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O RIUNIFAP é uma iniciativa para preservação e disseminação da Produção Intelectual da UNIFAP, compartilhando o Conhecimento produzido na Universidade com a Comunidade.

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As condições de trabalho de professores temporários: uma análise a partir da política de contratação do município de Santana-AP (2011-2023)
(UNIFAP - Universidade Federal do Amapá, 2025-06-26) MACIEL , Edielem Patricia Rodrigues; LOBATO, Sidney da Silva; http://lattes.cnpq.br/7693675785742150; https://orcid.org/0000-0002-2357-3667
This work is linked to the Educational Policies line of the Graduate Program in Education at the Federal University of Amapá (PPGED/UNIFAP). Its research topic is temporarily hired teachers, focusing on the working conditions resulting from the hiring policy in the municipality of Santana. Temporary hiring is a type of employment relationship that occurs outside the framework of admission through public examinations. Within the public service, this hiring must be exceptional and provisional, specifically permitted in cases of replacement of civil servants due to medical leave, vacancies, or absences. According to the 1988 Federal Constitution, regular admission to the public service occurs primarily through public examinations. However, with the advent of neoliberal rationality in the management of public and social policies, especially educational ones, there has been an exponential increase in this type of temporary hiring in basic and higher education. Studies indicate that this policy is expanding through reduced investment in education and the precariousness and flexibilization of labor relations, stemming from the crisis of capitalism's mode of accumulation. Given this scenario, this study aimed to analyze the working conditions of temporary teachers, specifically regarding their recruitment, compensation, rights, and guarantees. Methodologically, the investigation was conducted through bibliographic and documentary research. The documents analyzed consist of local laws on temporary hiring, the Position, Career, and Compensation Plan (Law No. 849/2010), the Municipal Education Plan, the Organic Law of the municipality of Santana, and the Conduct Adjustment Agreement (TAC) signed between the Public Prosecutor's Office and the Santana City Hall. The examination of documents obtained from the Santana City Hall, the Municipal Department of Education (SEME), and the Santana Public Prosecutor's Office was conducted based on Bardin's Content Analysis.
Regularização da Escola Quilombola Estadual José Bonifácio: implicações na educação antirracista e na identidade quilombola, à luz da Resolução n. 08/2012, do PNE (2014-2024) e do parecer CNE/CEB n. 8/2020.
(UNIFAP - Universidade Federal do Amapá, 2025-09-15) CORREA, Marcelo de Jesus Santos; VIDEIRA, Piedade Lino; http://lattes.cnpq.br/4269580489108934; https://orcid.org/0000-0001-5325-9073
This dissertation is titled, Regularization of the José Bonifácio State Quilombola School: implications for anti-racist education and quilombola identity, in light of Resolution no. 08/2012, of the PNE (2014-2024) and of the CNE / CEB opinion no. 8/2020. It sought to answer the following problem: What are the implications for the regularization of the José Bonifácio State Quilombola School, in light of Resolution no. 08/2012, of the National Education Plan (2014-2024) and of the CNE / CEB Opinion No. 8/2020, for an anti-racist education? The General Objective: To analyze how the regularization process of the EQEJB carried out by Resolution no. 050/2020-CEE / AP occurred, impacts the implementation of anti-racist education and strengthens the ethnic-cultural identity of the Quilombola Community of Cria-ú. The specific objectives were: a) To investigate how the regularization process of the José Bonifácio State Quilombola School occurred in practice, in accordance with the aforementioned regularization legislation; b) To understand the strategies used to ensure the preservation of the ethnic-cultural identity of the Cria-ú Quilombola Community during the school's regularization process and its daily activities; c) To investigate how normative documents guided the development of the school's recognition process and identify how this experience can serve as a model for other quilombola schools in the state of Amapá; d) To understand the implications of the regularization process of the José Bonifácio State Quilombola School for the implementation of educational policies focused on quilombola school education and the preservation of cultural identity in quilombola territories. The research used the case study method, with a qualitative approach; empirical data were collected through bibliographic, documentary, and field research, including semi structured interviews, participant observation, and photographic records. Locus: José Bonifácio State Quilombola School, currently the only quilombola school in the State of Amapá, regularized by the State Council of Education-CEE/AP, in the quilombola community of Cria-ú. The data were analyzed in dialogue with the theoretical framework of Vera Candau (2002), Maria Minayo (2012), Piedade Videira (2008, 2009, 2014, 2019), Kabengele Munanga (2002), Henrique Cunha Jr. (1999), Florestan Fernandes (2017) and Nilma Lino Gomes (2017), as well as with the normative documents that regulate quilombola school education. It is concluded that the EQEJB experience constitutes a relevant political and pedagogical milestone for quilombola education in Amapá, by ensuring legal recognition and affirming the memory and identity of the community. However, it also reveals itself as a contested process, requiring continued state investment and structural strategies to overcome the still-present material and pedagogical limitations. Only then will it be possible to consolidate a critical, emancipatory quilombola education truly committed to social justice and confronting structural racism.
O ensino da arte em perspectiva amazônico-amapaense: contribuições para uma práxis decolonial
(UNIFAP - Universidade Federal do Amapá, 2025-09-25) NATIVIDADE, Rizonilda Sales; CORDEIRO, Albert Alan de Sousa; http://lattes.cnpq.br/2998938777880689; https://orcid.org/0000-0002-4066-4616
This dissertation, from a decolonial perspective, focuses on decoloniality and the teaching of art as a transformative praxis. The problem addressed in this study asks: what contributions does the decolonial perspective make to the construction of otherness in the Amazon-Amapá state public school system, through art teaching? This question gave rise to the general objective of the research: to analyze the contributions of decoloniality to the construction of a praxis for otherness, from an Amazon-Amapá perspective, through the teaching of art. The following specific objectives unfold from this: to explain the effects of coloniality on art and art education; to identify the theoretical and practical contributions of decoloniality to art education in the Amazonian-Amapaense context; and to analyze the contribution of decoloniality to art and art education. The research should provide a significant basis for discussions on coloniality in art education, and from a decolonial perspective, it can contribute to decolonizing pedagogical practices, since it reinforces cultural diversity, a richer and more critical understanding of art as a vehicle for cultural expression, resistance, and social transformation necessary to establish a foundation for recognizing the particularities of human life. The conceptual basis are guided by theorists of decolonial studies, such as Mignolo (2008; 2016; 2017), Dussel (1974; 2012), Walsh (2009), Mota Neto (2016), Dias (2012, 2021), among others who support discussions on decolonial thought and pedagogy. However, it is worth noting that in this research, Enrique Dussel is the main reference for the praxis of otherness. The methodology was based on analytical guidelines, using a qualitative approach. The intention was to conduct action research, combined with field research, using participatory observation techniques, dialogue circles, and lectures.
Histórias infantis na escola: um conto etnográfico das práticas pedagógicas com pequenos aventureiros do 3º ano do ensino fundamental
(UNIFAP - Universidade Federal do Amapá, 2025-09-19) BRITO, Paula Silva; BRITO, Angela do Ceu Ubaiara; http://lattes.cnpq.br/2696181179461504; https://orcid.org/0000-0002-4335-8163
Affiliated with the research line Education, Cultures, and Diversities, this investigation analyzes how children’s stories, within the context of urban Amazonian cultures of Amapá, are articulated with local pedagogical practices in everyday school life. This study unfolds from the central question: in what ways are children’s stories used in school to engage children in playful learning mediated by play? In this regard, its general objective is to analyze playful pedagogical practices that use children’s stories in participatory learning mediated by play. Consequently, the specific objectives are as follows: to describe the methodological epistemology in the use of children’s stories for children’s playful learning within a cultural and participatory context; to examine the teacher’s understanding of the contributions of children’s stories to children’s engagement in the dynamics of playful teaching and learning; and to identify pedagogical practices supported by children’s stories, in order to understand how they are employed to engage children in playful learning. This framework is configured in the tales recorded through participant observation under the design of ethnographic-type research (André, 2008), based on the adventures in the world of children’s stories of a class of children and their third-grade teacher in the early years of elementary education within an urban school setting in Amapá. The theoretical foundation is structured in three initial sections that discuss childhood, playfulness, and the learning process intertwined with the literary world, as addressed by authors such as Ariès (1986), Brougère (1998, 2022), Brito (2013, 2022), Vigotski (1991, 1994, 2001, 2003, 2006, 2009), and Zilberman (2005, 2012). The contributions of this research are centered on the collection of tales that emerged from pedagogical and personal experiences, highlighting the teacher’s closeness to literature and how this relationship shapes her pedagogical practice within the cultural everyday life of the classroom. Furthermore, the active role of the children themselves is emphasized in their experiences of exploring and constructing worlds through stories, where they become protagonists and actively participate in the development of narratives. Thus, it reaffirms the importance of forming readers through pedagogical practices that go beyond the textbook, fostering experiences that encourage the exploration of multiple perspectives, valuing imagination, play, and cultural dialogue, thereby contributing to studies on children’s stories and the educational context in the particular locus of the urban Amazon of Amapá.
Identidade quilombola na formação de professores: um estudo de caso no curso de licenciatura em pedagogia na Comunidade Remanescente de Quilombo Igarapé do Lago
(UNIFAP - Universidade Federal do Amapá, 2025-09-22) SILVA, Neuma dos Santos de Jesus; CORDEIRO, Albert Alan de Sousa; http://lattes.cnpq.br/2998938777880689; https://orcid.org/0000-0002-4066-4616
This dissertation aimed to investigate how quilombola identity was evident in teacher training for the Pedagogy Degree program at UNIFAP/Santana Campus in the Remnant Community of Quilombo Igarapé do Lago – AP, focusing on strengthening the being and living of the students who study there, as it is an affirmative action policy for ethnic-racial education in higher education, through the university extension project - Quilombola Interiorization Program – PIQ/UNIFAP. For this purpose, the question that underpinned the investigative actions was: How has quilombola identity been evident in teacher training, carried out by the Pedagogy Degree program at UNIFAP/Santana, in the remnant community of quilombo Igarapé do Lago? To obtain possible answers, the general objective was to analyze how quilombola identity has been evidenced in the teacher training provided by the Pedagogy Degree program at UNIFAP/Santana, in the Igarapé do Lago remnant quilombo community. From this perspective, the specific objectives were: 1. to contextualize the Igarapé do Lago community with its specificities inherent to a quilombo remnant community, addressing: intergenerational knowledge and practices, culture, and identity; 2. to debate whether the Quilombola Interiorization Program at UNIFAP proposes teacher training that values and connects with quilombola sociocultural knowledge; 3. to identify evidence of quilombola identity in the teacher training provided by the Pedagogy Degree program at UNIFAP/Santana, in the Igarapé do Lago remnant quilombo community. The method used was dialectical (Gadotti, 1990); (Gamboa, 2011); (Santos, 2002); (Castro, 2024), the method used was a single case study (Yin, 2010) and a qualitative approach (André, 2013) (Minayo, 2007). The data collection instruments were: documentary research (Chizzotti, 2000); (Gil, 2008), in-depth semi structured interviews (Manzini, 1990/1991); (Duarte, 2005), with semi-structured questionnaires and the support of voice recordings. The interlocutors were: a pedagogical coordinator of the course (coordinator of the PIQ Igarapé do Lago and a teacher); two teachers (involved with training at the university center); six academics (participants in quilombola social and cultural activism). The locus of the research was the remaining quilombo community of Igarapé do Lago. The data collected and organized were done through content analysis (Moraes, 1994/1999/2014). The main theoretical contributions used were: Silva (2014); Hall (2014); Gomes (2002); Munanga (2004/2009/2012); Silva (2010); Bath (2000); Souza (1983/2021); Fanon (2008); Kilomba (2019) Arroyo (2013), Saviani (1991/2013) and others. The research results showed that teacher training in Igarapé do Lago through the Quilombola Interiorization Program-PIQ/UNIFAP faced challenges and yet, the academic actions/activities corroborated the students' understanding of "being quilombola" and then affirming their quilombola identity.