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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A compreensão dos conselheiros LGBTQIA+ do Amapá sobre o acesso às práticas formativas de lazer de travestis e transexuais em Macapá
(UNIFAP - Universidade Federal do Amapá, 2025-12-11) MEDEIROS, Ivo Pantoja; MONTENEGRO, Gustavo Maneschy; http://lattes.cnpq.br/9623409607452966
In this work, we understand leisure as a human need and a dimension of culture, which should be accessible to everyone. Leisure is a social right, which implies recognizing it as public policy that, alongside other spheres such as education, health, housing, and employment, can provide a better quality of life for people. However, access to leisure is very unequal due to markers of social class, gender, social relations, and sexuality, resulting in more advantageous appropriations for those who enjoy cisheteropatriarchal capitalism. Although Brazil is a country with great cultural diversity, marked by a plurality of gender and sexual identities, it remains a historically violent country for people who do not follow the “natural” gender order, such as the lesbian, gay, bisexual, transgender, queer, intersex, asexual, and other (LGBTQIA+) populations, with an emphasis on the transgender population. In this process, I highlight the existence of the State Council for the Rights of Lesbians, Gays, Bisexuals, Transvestites, and Transsexuals of Amapá (CELGBT-Amapá), a collegiate body of a deliberative and consultative nature that is part of the State Secretariat for Inclusion and Social Mobilization (SIMS) of the Government of the State of Amapá (GEA). CELGBT-Amapá is active not only in promoting respect for gender and sexual diversity, but also in ensuring that these individuals benefit from state public policies. Given the hostile reality that many trans and transvestite individuals experience in Brazil and Amapá, this research focused on the following question: What is the understanding of the councilors representing the “T” segment (transvestites and transsexuals) of CELGBT-Amapá regarding access to leisure for transsexual men, transsexual women, and transvestites in Macapá? The overall objective of this study is to analyze the understanding of CELGBT-Amapá councilors representing the “T” segment (trans men, trans women, and transvestites) regarding leisure formative activities that include individuals from this segment in Macapá. This study has a qualitative approach, combining bibliographic research, documentary research, and field research, conducted through a socioeconomic questionnaire and semi structured interviews. After collection, the data were processed using Bardin (1977) content analysis, carried out in three phases: pre-analysis, analysis, and data interpretation. The results revealed a predominantly critical understanding of the scarcity of leisure opportunities for the trans and transvestite population in Macapá, pointing to social exclusion, institutional transphobia, and other symbolic exclusions, which contribute to the alienation and marginalization of this group in public Spaces. On the other hand, the statements also brought positive experiences of well-being, acceptance, and community power, which reframe leisure as a space of belonging. Therefore, studies such as this broaden the debate on the relationship between leisure, gender, and education, becoming fundamental tools for social change and the creation of public leisure policies aimed at this population.
Projeto Turé (2014-2018): política de formação inicial de professores/as indígenas no Amapá
(UNIFAP - Universidade Federal do Amapá, 2025-11-28) SILVA, Fábio Richard Pereira; HACK, Cássia; http://lattes.cnpq.br/6657601900162788; https://orcid.org/0000-0001-9238-3819
Indigenous school education in Brazil faces the challenge of consolidating itself as a bilingual, intercultural, and community-based practice that respects the knowledge and identities of native peoples. Within this context, the research problem investigated was: In what ways did the Turé Project, as a public policy for the initial training of Indigenous teachers in Amapá, contribute to the consolidation of a bilingual, intercultural, and community-based Indigenous school education? The general objective was to analyze this contribution, while the specific objectives were: (a) to examine how the principles of Indigenous school education were incorporated into the curriculum of the Turé Project – Oiapoque subprogram; (b) to investigate the perceptions of Indigenous teachers regarding the contributions and challenges of the training to their pedagogical practices; and (c) to verify the effects of the Turé Project on teaching practices and on the implementation of bilingual, intercultural, and community-based Indigenous school education. The study adopted a qualitative approach, grounded in historical-dialectical materialism, and involved documentary analysis and narrative interviews with eight Indigenous teachers from the Karipuna and Galibi Marworno peoples, analyzed through content analysis. The results showed that the project strengthened teacher identity, enhanced classroom autonomy, and expanded the pedagogical use of bilingualism, enabling integration between traditional knowledge and school curricula. However, structural limitations persisted, such as the lack of teaching materials in Indigenous languages, insufficient pedagogical support, logistical difficulties, and policy discontinuity. It is concluded that the Turé Project represented a milestone for Indigenous teacher training in Amapá, but its consolidation requires institutionalization, stable funding, production of specific bilingual materials, and community co-management of educational actions.
A Invisibilidade de direitos personalíssimos na fronteira Brasil e Suriname
(UNIFAP - Universidade Federal do Amapá, 2025-06-25) SOUZA, Ester Almeida; PEDRO, Juliana Monteiro; http://lattes.cnpq.br/6853558060253769; https://orcid.org/0000-0001-6370-7474
The research addressed historical issues relating to the Tiriyó, Aparai and Wayana indigenous peoples, who occupy the western part of the Tumucumaque Complex. Population indices are considered cross-border. The research problem refers to the specificities in cross-border relations between Brazil and Suriname, the grandeur of the area occupied by the Tiriyó, Wayana and Apalaí indigenous peoples, how do these people exercise very personal rights and, consequently, social rights? The initial hypothesis considers that the legislation pertinent to Brazilian nationality and the consequent exercise of very personal rights such as the right to a name, the issuance of a birth certificate, according to law no. 6,015/1973 - Public Records Law, and the principle of generality of the law, indigenous people traveling on the border between Brazil and Suriname are not guaranteed very personal and social rights in Brazilian territory, assuming the existence of legal limbo in relation to the specificity of indigenous law for these situations. As for the general objective, it is intended to analyze the situation of personal and social rights of indigenous people who occupy the border region between Brazil and and Suriname, in relation to specific objectives, it seeks to establish the sociocultural and legal relations of the Tiriyó, Wayana and Apalaí peoples, contextualize the border, nationality and territoriality both from a legal point of view and from the perspective of the indigenous people who occupy the western portion of the Parque Montanhas do Tumucumaque, investigate the legal situation of indigenous peoples in relation to the guarantee of personal and social rights on the border between Brazil and Suriname and propose public policies that guarantee the exercise of these rights. To develop the proposed objectives, topics such as pedestrian rights, Administrative Register of Indigenous Births – RANI, joint Resolution nº 3/2012, nº 12/2024 of the National Council of Justice – CNJ and the Federal Public Ministry will be addressed. Regarding the methodology, the project adopts a qualitative approach focusing on field research, with interviews from representatives of the Federal Public Defender's Office – DPU, Notary Office Cristiane Passos, National Foundation of Indigenous Peoples, Special Indigenous Health District of Amapá and North of Pará – DSEI, and documentary analysis aiming to understand the social, cultural and territorial dynamics of indigenous populations in the border zone between Brazil and Suriname, western portion of Parque Montanhas Tumucumaque.
Conflitos socioambientais em unidade de conservação: uma análise sobre o Parque Nacional Montanhas do Tumucumaque
(UNIFAP - Universidade Federal do Amapá, 2025-07-18) CAVALCANTE, Grabriela da Silva; COSTA, Jodival Maurício; http://lattes.cnpq.br/3157020880091095; https://orcid.org/0000-0003-4365-367X
The increasing exploitation of natural resources demands urgent environmental protection measures to counteract the damage caused by human activities. In this context, Conservation units (UC) emerge as a global strategy to mitigate these impacts; however, they are not always properly implemented in different contexts. The rise of global environmental concerns in the 1970s intensified the socio-environmentalist movement, which advocates for policies that reconcile environmental preservation with benefits for local communities. In this regard, the state of Amapá, with more than 73% of its territory under protection, stands out with the Tumucumaque Mountains National Park (PNMT) — the largest national park in Brazil, located along the state’s border and home to human-inhabited communities, with emphasis on the Vila Brasil community. Based on these considerations, the results of this study highlight the challenges in implementing UC, particularly the TMNP, resulting in conflicts with pre-existing communities. Thus, this research aims to contribute to the resolution of socio-environmental conflicts in border regions, combining conservation goals with social equity through bibliographic research and fieldwork. The work is divided into six sections: (1) description of the methodological approach, characterization of the study area, presentation of the main research actors, and description of the techniques used, focusing on socio-environmental conflicts; (2) exploration of the Brazilian legislative process for the creation of UC and analysis of the agencies responsible for environmental management and oversight; (3) emphasis on the peculiarities and history of environmental protection in the state of Amapá, including the creation of UC at the federal, state, and municipal levels; (4) the creation and legal framework of the TMNP and its joint management with the Guiana Amazonian Park; (5) the history of Vila Brasil and the processes of exclusion and fragmentation of the community; (6) data collected during the fieldwork and (7) conflict characterization, concluding with proposed guidelines for mitigation. The results of this technical report demonstrate that socio-environmental conflicts can be mitigated through the joint efforts of public entities and Vila Brasil residents.
O cinema negro como ferramenta de educação antirracista na Amazônia Marajoara
(UNIFAP - Universidade Federal do Amapá, 2025-11-05) SODRE, Cristiane Souza; GUIMARAES, Jacqueline Tatiane da Silva; http://lattes.cnpq.br/0016401443592564; https://orcid.org/0000-0001-5485-6611
This dissertation, developed within the Professional Master's Program in History Teaching (PROFHISTÓRIA/UNIFAP), investigates the use of Black Cinema as a pedagogical tool for anti-racist education in History teaching in the Marajoara Amazon. Its main objective is to analyze how Black Cinema short films can contribute to confronting structural racism and to valuing Black history and identity in the specific context of the municipality of Afuá (PA), a region marked by the historiographical silencing of African and Afro-descendant presence. The research, of a qualitative nature, is configured as action research, developed through the pedagogical project “Resistir para Existir” in a local public school. The methodology combined the screening of short films, discussion circles, application of questionnaires, and artistic activities with Elementary School students and Youth and Adult Education learners. The study is theoretically grounded in the interface between History and Cinema (Ferro, 1992; Rosenstone, 2010), in the concepts of Black Cinema as a political and pedagogical act of resistance (Prudente, 2005; Senna, 1979), and in reflections on structural racism and anti-racist education (Almeida, 2019; Ribeiro, 2019; Munanga, 2005), also dialoguing with studies on the Black presence in the Amazon (Salles, 2005; Sarraf-Pacheco, 2012; Guimarães, 2017). The results demonstrated the effectiveness of the short films in mobilizing student engagement, fostering critical debates about identity and racism, and revealing the internalization of stereotypes from childhood. The practice also highlighted the challenges of lack of teacher training and infrastructure for the implementation of Laws 10,639/2003 and 13,006/2014. As an educational product, the research generated the “Marajoara Afro-Didactic Catalog”, a pedagogical resource with film suggestions and classroom activities. It is concluded that Black Cinema constitutes a powerful and accessible tool for promoting critical and anti-racist history education, capable of resignifying narratives and strengthening identities in the Amazonian context.