2026-11-062026-11-062026-04-16SILVA, Jéssica Silva da. Abordagem temática freireana na formação continuada de professoras de ciências naturais em escolas ribeirinhas multisseriadas na Amazônia paraense. Orientadora: Jacirene Vasconcelos de Alburqueque. 2026. 124 f. Dissertação (Mestrado em Educação e Ensino de Ciências na Amazônia) - Centro de Ciências Sociais e Educação, Universidade do Estado do Pará, Belém, 2026.https://portaldaposgraduacao.uepa.br/handle/riuepa/426AbertoInvestigação temáticaEducação do campoCurrículoThematic researchRural educationEducational processNatural science educationCurriculumDissertaçãoCiências Humanas::EducaçãoCiências Humanas::Educação::Ensino-AprendizagemBased on Paulo Freire’s theoretical assumptions, the Freirean Thematic Approach is a pedagogical proposal that offers a way to reorient the school curriculum in Natural Sciences based on the concrete reality of students, proposing a teaching perspective in which content is not defined in isolation, but organized around a central theme that emerges from the experiences, issues, and conditions faced by the subjects in their local context. In this scenario, considering the professional development of rural teachers within this framework involves recognizing the importance of valuing the knowledge produced in the local context and integrating it with scientific knowledge through a dialogical and critical engagement with reality. In light of this, this research was dedicated to investigating how a training process guided by the Freirean Thematic Approach can contribute to the continuing education of teachers who teach Natural Sciences in the early years of elementary school in multi-grade riverside schools. To this end, it aimed to promote teacher training guided by this methodology, so that real issues from the riverside context would inform curricular reorganization and foster the development of thematic inquiry skills in their pedagogical practices. Thus, this qualitative study was conducted as action research, with a riverside school as its setting a riverside community located on Ilha das Onças in Barcarena, Pará, with two elementary school teachers working in multi-grade classrooms in the early years of elementary school participating in the study. Data were collected through questionnaires, semi-structured interviews, and lesson plans developed by the teachers throughout the training program, which were analyzed using Discursive Textual Analysis. The professional development program was designed in a workshop format and resulted in an educational e-book titled “Entre o Banzeiro e a Sala de Aula: Caminhos Freireanos na Formação de Professores de Ciências Naturais em Classes Multisseriadas na Amazônia Paraense,” It took place through six in-person sessions, totaling 30 hours, during which participants experienced the stages of the Freirean Thematic Approach: preliminary survey, coding, decoding, thematic reduction, and instructional planning, developed through theoretical and practical activities. The results reveal that the training process contributed to the reframing of their pedagogical practices, especially regarding curriculum organization, showing an initial shift from planning centered on the prior definition of content toward the construction of overarching themes linked to the local reality. In addition, the development of skills related to thematic inquiry was also observed, such as dialogue, the critical examination of knowledge, and the interdisciplinary integration of content. It is concluded that the training process guided by the Freirean Thematic Approach contributes to the continuing professional development of teachers who teach natural sciences in multi-grade riverside classrooms, by bridging the gap between curriculum and local context, it enabled the collective development of overarching themes linked to the Amazonian riverside reality, fostering pedagogical practices grounded in dialogue, critical inquiry, and the interdisciplinary integration of content.PPGEECA - Formação de professores de ciências e processo de ensino e aprendizagem em diversos contextos amazônicos