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A Master's thesis defense panel has been registered by the program.

STUDENT: JESSICA COSTA DIAS
DATE: 03/12/2025
TIME: 09:00
LOCATION: Video conference
TITLE:

EDUCATIONAL POLICIES IN THE TERRITORY OF THE TOCANTINS INTEGRATION REGION: THE CONTRIBUTIONS OF CECAMPE NORTE TO THE CONSOLIDATION AND EXECUTION OF THE DIRECT MONEY TO SCHOOL PROGRAM (PDDE) IN THE MUNICIPALITY OF ACARÁ/PA

KEYWORDS:

CECAMPE; Decentralization; PDDE; Educational Policies.

PAGES: 198
MAJOR AREA: Humanities
AREA: Education
ABSTRACT:

The object of this investigation is the Basic PDDE (Program for Direct Money to Schools) and the actions agreed upon between the FNDE (National Fund for the Development of Education) and the Collaborative Center for Support to the Monitoring and Management of Educational Programs in the Northern Region (CECAMPE Norte), within the field of academic research on public policies for financing education in Brazil. The general objective is to analyze the contributions of CECAMPE Norte to the consolidation and execution of the Direct Money to Schools Program in the municipality of Acará, located in the Lower Tocantins Integration Region, in the state of Pará. The research is based on the assumption that decentralization, as a guideline of the administrative reforms of the Brazilian State since the 1990s, redefined the role of the State and expanded the responsibilities of schools in the management of educational policies. Based on a qualitative approach, the study used document analysis and semi-structured interviews with school administrators and advisors, seeking to understand how CECAMPE Norte has contributed to strengthening the autonomy of the Implementing Units and to improving the financial and pedagogical management of schools. The results indicate that the PDDE (National Program for School Development) is an essential instrument for the maintenance and operation of municipal schools, especially in Amazonian contexts marked by structural and geographical vulnerabilities. The training and advisory actions of CECAMPE Norte proved decisive for improving the execution of the program, providing greater normative clarity, strengthening technical capacities, and expanding social participation in the management of public resources. Therefore, it is considered that CECAMPE Norte has played a fundamental role in consolidating the policy of decentralizing educational funding, acting as a structuring agent for democratic management and the training of administrators. The experience in Acará demonstrates that the PDDE (National Program for School Development), articulated with the actions of the Collaborating Center of the Northern Region, enhances school autonomy and contributes to the realization of a more participatory, transparent, and socially just public education in the Amazon region of Pará.

EXAMINING BOARD MEMBERS:
Internal - 2153593 - AFONSO WELLITON DE SOUSA NASCIMENTO
President - 2479566 - ALEXANDRE AUGUSTO CALS E SOUZA
External to the Program - 393.741.572-68 - MARIA DO SOCORRO VASCONCELOS PEREIRA - UEPA

A Master's thesis defense committee has been registered by the program.

STUDENT: LUCIANO PERES CORREA
DATE: 04/12/2025
TIME: 2:30 PM
LOCATION: Via Google Meet and PPGCITE Meeting Room
TITLE: ANALYSIS OF SCHOOL PERCEPTION REGARDING THE ADVANCE OF AÇAÍ MONOCULTURE IN A COMMUNITY IN THE MUNICIPALITY OF IGARAPÉ-MIRI/PARÁ.

KEYWORDS:

School community; Açaí monoculture; Educational perception; Igarapé-Miri.

PAGES: 107
MAJOR AREA: Humanities
AREA: Education
ABSTRACT:

The monoculture of açaí, a practice expanding in the Amazon region, presents significant educational impacts, especially in municipalities like Igarapé-Miri, where the activity stands out economically. This research aimed to analyze the perception of the school community regarding the advancement of açaí monoculture in the Suspiro Community and the Caetano Correa Leão School in the municipality of Igarapé-Miri, in the state of Pará. The research sought to understand what high school students, teachers, management team, and parents think about the growth of açaí monoculture in the region and what this process has generated in the school dynamics and in the daily life of the community. A mixed-methods approach was adopted, including bibliographic review, semi-structured interviews, questionnaires, observation and case study, data analysis and interpretation. The analyses reveal that the advancement of monoculture in Igarapé-Miri generates contradictory effects in the school context. On the one hand, there are economic gains that benefit some families, allowing investments in education and improved living conditions; on the other hand, negative impacts are identified such as dropout, school abandonment, low attendance, and a decline in student performance. The importance of pedagogical actions integrated into the curriculum that engage with the students' reality is highlighted. The proposal for pedagogical alternation reveals itself as a viable option for education in the municipality of Igarapé-Miri to progress towards a more democratic, inclusive practice geared towards the sustainable development of the region.

EXAMINING BOARD MEMBERS:
Internal - 3397405 - ALEXANDRE ASSIS TOMPOROSKI
External to the Institution - MANOEL TAVARES DE PAULA
Internal - 1834353 - RONALDO LOPES DE SOUSA
President - 2657468 - YVENS ELY MARTINS CORDEIRO

A Master's thesis defense committee has been registered by the program.

STUDENT: ISONETE DO SOCORRO PERNA PEREIRA
DATE: November 28, 2025
TIME: 2:00 PM
LOCATION: Study Room of the Postgraduate Building of PPGCITE/ONLINE
TITLE:

LIVED AND UNWRITTEN STORIES: schooling in the São João Batista community, on Campompema Island, Abaetetuba-PA, from 1930 to 1940.

KEYWORDS:

Traditional community; Schooling; Memory; Orality.

PAGES: 130
MAJOR AREA: Humanities
AREA: Education
ABSTRACT:

This research addresses the schooling process in the São João Batista community, located on Campompema Island, in Abaetetuba-PA, during the period from 1930 to 1940. This context reinforces the importance of giving visibility to school narratives that, historically, remain on the margins of official records. Thus, the general objective of this research was to investigate the schooling process in the São João Batista community, located on Campompema Island, in Abaetetuba-PA, during the period from 1930 to 1940. Specifically, it sought to: 1) highlight the factors that influenced and contributed to the schooling process in the community; 2) reflect on the motivations of the students in the community, during the investigated period, in their pursuit of schooling, considering the absence of schools in the region and the lack of demand for schooling by the labor market at the time; and 3) to reveal the perceptions of students and residents of that period regarding the relevance of schooling in the analyzed context. The theoretical support includes Alberti (2005, 2008), Bosi (1994, 2003), Portelli (2010, 2016), among others who underpin the oral history approach and the valorization of narratives as a historical source. To understand the educational process in the riverside context, we refer to Molina (2012), Arroyo (2008, 2011), Caldart (2004, 2009) and other scholars who critically discuss the challenges and advances of Rural Education. The methodological approach is based on oral history as a research technique, through semi-structured interviews conducted with elderly people between 90 and 99 years old. The data analysis followed the principles of content analysis, allowing the systematization of narratives and the identification of meanings attributed to schooling. The research findings reveal a unique configuration of schooling in the community, expressed in three emerging categories: (1) schooling as a function and social responsibility of the community, evidenced by community involvement in valuing education; (2) (de)structuring of the school in the face of local limitations, highlighting improvised spaces, scarcity of resources, and adaptations to socioeconomic conditions; and (3) community-based re-signification of pedagogical practice, marked by the integration of local knowledge, informal learning, and the creation of their own educational strategies. These results point to a riverside education based on autonomy, affectivity, and sociocultural resistance, in which schooling, even in precarious conditions, was understood as a pillar in the construction of social and community identity. In this context, participants demonstrated remarkable resilience in their pursuit of education, valuing knowledge considered essential at the time, such as reading, writing their own name, and performing basic mathematical operations. Schooling, even in precarious conditions, was understood as a pillar in the construction of social and community identity. These findings reinforce the importance of sensitive listening to memories as a legitimate source of knowledge production, promoting the recognition of riverside school experiences that resist historical erasure. Based on this, the research broadens the meanings of education in Amazonian territories, contributing to a critical reading of schooling as a social practice, linked to the formation of identities, the valorization of local knowledge, and the promotion of community development.

EXAMINING COMMITTEE MEMBERS:
Internal - 754.648.291-72 - FERNANDO MANUEL ROCHA DA CRUZ - UNIPORTO
Internal - 032.452.733-04 - NATANAEL CHARLES DA SILVA - UFRN
External to the Institution - RAQUEL AVARENGA SENA VENERA
President - 2657198 - VIVIAN DA SILVA LOBATO

The mini-glossaries originate from the field of linguistics, more specifically from the lexicographical and socioterminological approaches, following an interdisciplinary approach since they aggregate knowledge from the environmental, socio-historical, and bioeconomic perspectives. The material fosters knowledge of the diverse Amazonian cultures, originating from riverside and quilombola areas, which deal with ancestral knowledge, with a view to preserving the forest. They highlight elements of our cuisine and other crafts produced by these communities, reinforcing the bioeconomy of Amazonian people, contributing to the valuation of crafts produced in these communities, and providing access to information for the general public. The mini-glossaries provide knowledge about what is produced in the Amazon, through the description of socioterminological elements that constitute the forest.

Exhibition Dates: November 11, 14, and 17, 2025.
Time: 3 PM to 6 PM.

Exhibition Coordinator: Brayna Conceição dos Santos Cardoso.

Exhibition Advisors (Master's students from PPGCITE and undergraduate students of Portuguese Language and Literature from UFPA):
Jôyce Assunção Pimentel
Juliana de Araújo Sarges
Maria Izabel Pontes Rodrigues Lobato
Renata Dias da Silva
Sinelma Karla Cunha Raiol
Gislaine Monteiro Ferreira
Jéssica Ferreira Silva
Shirley Franklin Oliveira Nascimento
Ariel Silva dos Santos
Alexia Dayane Sousa Rodrigues
Flávia Gabriela Nogueira Barbosa
Leidinelson de Jesus Castro Miranda
Adriane Gabriele Souza Santos
Barbara Tamires Braga Seabra Carvalho
Edimar Assunção da Silva
Fernanda da Silva Paixão
Milena Raiol da Vera Cruz
João Vitor da Conceição Moraes
Mauro Ferreira de Andrade

The Coordination of the Graduate Program in Cities, Territories, Identities, and Education has released the revised list of CAPES scholarship recipients after reevaluating the previously published list.

TABLE OF APPROVED CANDIDATES – RESOLUTION Nº 09/2024 OF MARCH 13, 2024

The Graduate Program in Cities, Territories, Identities, and Education (PPGCITE) publishes Announcement 005/2025 for the Master's degree selection process for the Class of 2026. Thirty-seven positions will be offered for general admission, including one for Black people (Black and Brown), one for people with disabilities, one for self-identified transgender, transvestite, non-binary, or transgender people, one for Quilombola people, one for Indigenous people, and one for the UFPA staff qualification policy (technicians and faculty). Registration will be completed through the registration website http://www.ppgcitiufpa.com.br from August 29, 2025, to September 26, 2025.

Link to the announcement and monitoring page

The Coordinator of the Postgraduate Program in Cities, Territories, Identities and Education announces the Extension of Registration for the Master's Selection Process of Notice No. 05/2025 - Master's Selection PPGCITI Class 2026 until 10/03/2025.

Page Link

A MASTER'S DEFENSE committee has been registered by the program.
STUDENT: ANTONIO GENIVAN NUNES BRAZ
DATE: August 29, 2025
TIME: 9:30 AM
LOCATION: PPGCITE Meeting Room
TITLE: CARNIVAL, CULTURE, AND THE CITY: A Study on the Carnival Block "As Virgienses" of Vigia de Nazaré, Pará

KEYWORDS: Amazon; carnival; city; culture; identity; Vigia de Nazaré, Pará.
PAGES: 175
MAJOR AREA: Human Sciences
AREA: Education

ABSTRACT: This study aims to understand the relevance of the Carnival block "As Virgienses" in the context of Pará's Carnival, as an urban sociocultural practice and a structuring element of the cultural identity of Vigia de Nazaré, facing modernity. Carnival, as one of the most striking expressions of popular culture in Vigia de Nazaré and the state of Pará, reflects historical processes and social dynamics that transcend its festive dimension. In 2025, upon its 40th anniversary, As Virgienses illustrates a trajectory marked by transformations that engage with concepts of identity, culture, and the city, among others, in the postmodern era. Studying this Carnival group allows us to understand the city, as it engages with the postmodern dimension, as an epicenter of the municipality's economic life, a vector of transformation, a lifestyle, a spectacle city, a space for cultural production and reproduction, inclusion, and a social phenomenon of development in modern society. The group is not only a space for celebration, but also a phenomenon that integrates the municipality's economic life, connecting lifestyles and consolidating Vigia as a stage for cultural production and reproduction, social inclusion, and development. Although As Virgienses preserves deep-rooted traditions, its constant transformation demonstrates its adaptation to contemporary demands. Bringing together revelers from Vigia and neighboring municipalities, the bloco is characterized by cultural diversity, fostering interaction between the local and the global. This event not only reinforces the city's collective identity but also boosts the local economy through creative processes and social representation. Methodologically, the study follows a qualitative and ethnographic approach, with us acting as participant observers. Data collection included semi-structured interviews with eight revelers from the bloco, whose responses were transcribed using Transcribe Me software and analyzed using Bardin's (2016) content analysis. Additionally, field diaries and photographs were used to enrich the analysis. The theoretical basis is based on classic, international, national and regional authors, including Hall (2005), Harvey (2016), Geertz (2008), Canclini (2008), Yúdice (2006), Cruz (2011, 2014, 2018, 2021.a, 2021.b, 2023, 2024), Silva (2015; 2019), Da Matta (1978, 1997), Giddens (2002), Wirth (1967), Simmel (1967), Rémy and Voyé (1992), Sánchez (2001), Sarraf-Pacheco et al (2015), among others. These references led us to an analysis of the articulation between identity, culture, and the city in postmodernity, contributing to an understanding of the bloco's role as a socioeconomic, cultural, and identity-building phenomenon in the Amazonian riverside town of Vigia de Nazaré, Pará. This study concludes that the bloco As Virgienses represents a significant cultural identity in Vigia de Nazaré in postmodernity. Conceived as a fragmented, plural identity subject to constant reconstruction, it highlights the compression of space and time amidst the tension between the global and the local. As a space of freedom and constructed and reconstructed performative expression, the Vigia de Nazaré carnival, analyzed from a contemporary perspective, is recognized for its interpretative, hybrid, and culturally economic dimensions.

BOARD MEMBERS:
External to the Institution - KADYDJA KARLA NASCIMENTO CHAGAS
President - FERNANDO MANUEL ROCHA DA CRUZ
Intern - VIVIAN DA SILVA LOBATO

The Coordinator of the Postgraduate Program in Cities, Territories, Identities and Education – PPGCITE announces the results of the Foreign Language Proficiency and Reading Tests (PLLE).

Result page

The LGBTQIA+ Pride and Welcoming Policies at the University Seminar is coming up! On July 7th and 8th, we will be meeting to discuss, reflect on, and strengthen welcoming policies for LGBTQIA+ people in educational spaces. With the theme "(A)colorful University: Welcoming LGBT People in Educational Spaces", the seminar proposes a plural, inclusive listening experience that is committed to building a university that celebrates diversity and promotes respect. 📣 Submissions are open until June 30th, 2025! Don't miss the opportunity to share your experiences, research, and practices! Register and submit your work through the website:https://www.even3.com.br/seminario-presencial-orgulho-lgbtqia-e-politicas-de-acolhimento-na-universidade-591645/

📍 Universidade Federal do Pará - Campus Abaetetuba

📆 July 7th and 8th Participate and come build a more diverse, colorful and welcoming university with us!

The Coordination of the Postgraduate Program in Cities, Territories, Identities and Education, of the Abaetetuba University Campus, announces the Final Result of Notice No. 03/2025 – PPGCITE, for Permanent Teaching Accreditation with the Postgraduate Program in Cities, Territories, Identities and Education, in accordance with Resolution No. 01 of February 9, 2022, with the objective of composing the teaching staff of the Master's Program, starting in the first semester of 2025.

Página do Resultado