2026-11-112026-11-112026-03-05SANTOS, Suanne Santos dos. O currículo de ciências na Amazônia paraense e suas contribuições na formação continuada de professores do ensino fundamental. Orientação Milta Mariane da Mata Martins. 2026. 130 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/442AbertoEnsino de ciênciasFormação de professoresFormação continuadaSaberes locaisScience educationTeacher educationContinuing professionalDevelopment local knowledgeDissertaçãoCiências Humanas::EducaçãoThis dissertation aims to analyze the contributions of a Science curriculum from a regionalized perspective to the continuing education of Elementary School teachers in the context of the Amazon region of Pará. The research was conducted in a public school in the municipality of Belém, Pará, involving five teachers who teach the Science curricular component. The study is grounded in the understanding that valuing local knowledge and the sociocultural specificities of the Amazon region can enhance more meaningful and contextualized pedagogical practices. Methodologically, this is a qualitative, exploratory study developed through action research. Data production procedures included the implementation of a training action mediated by the active methodology of Project-Based Learning (PBL), records of the training meetings, the application of questionnaires, and semi-structured interviews with the participants. Data analysis was carried out using the Content Analysis (CA) technique, which allowed the identification of units of meaning and analytical categories related to teaching practices, formative challenges, and possibilities for the re-signification of the Science curriculum. The results show that continuing education, when articulated with a regionalized curriculum and PBL, contributes to the improvement of teaching practice by fostering critical reflection on the prescribed curriculum and the lived curriculum. It was observed that teachers began to recognize the pedagogical potential of the Amazonian context as a structuring element of Science teaching, strengthening the articulation between official curriculum documents, the National Common Curricular Base (BNCC), the Curriculum Document of the State of Pará (DCEPA), the school’s Pedagogical Curricular Project (PPC), and students’ realities. As an educational product, a training process entitled “Think Globally, Act Locally: Continuing Education of Science Teachers from a Regionalized Perspective” was developed in digital format, with the aim of supporting other teachers in the implementation of contextualized pedagogical practices and strengthening Science teaching committed to Amazonian identity.PPGEECA - Formação de professores de ciências e processo de ensino e aprendizagem em diversos contextos amazônicos