2026-11-052026-11-052026-02-20VILHENA, Flávia Maria da Silva Ferreira. Práticas de educação socioambiental no SOME-Ilhas: uma proposta de ensino sustentável na Amazônia paraense. Orientadora; Priscyla Cristinny Santiago da Luz. 2026. 136 f. Dissertação (Mestrado Profissional 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/419AbertoEducação ribeirinhaResolução de problemasCurrículo na AmazôniaTerritório Ensino de ciênciasRiverine educationProblem solvingCurriculum in the AmazonTerritory Science teachingEducação ribeirinhaDissertaçãoCiências Humanas::EducaçãoCiências Humanas::Educação::Ensino-AprendizagemThis study investigated the socio-environmental problems experienced in the context of the Modular Teaching Organization System (SOME), on the islands of Abaetetuba, State of Pará, highlighting the need to develop educational strategies based on the curriculum component “Education for the Environment, Sustainability, and Climate,” which would promote sustainable and contextually relevant teaching for the riverside reality. The research originated from the concern of how a socio-environmental practices agenda can promote student protagonism in solving problems experienced in their community, contributing to a sustainable society. The general objective was to analyze the contributions that an agenda of socio-environmental educational practices can provide to students through solving real problems faced by the riverside community, highlighting the students’ protagonism, critical, civic, conscious, and sustainable formation. The research was conducted at the Felipe Santiago Campelo Municipal School of Early Childhood and Elementary Education, located in the riverside rural area of the Piquiarana River, Abaetetuba-PA. The study involved students from the 1st year of high school, who continued the activities into the 2nd year. This is a qualitative, interventionist research, based on action research and linked to the Problem-Solving methodology. Data collection took place through a logbook, questionnaires, written narratives, interviews, and audiovisual recordings. The results showed that the students recognize the main socio-environmental problems of the territory, particularly the illegal removal of sand from the beach and the improper disposal of solid waste. The questionnaires, narratives, and interviews were analyzed in light of Content Analysis, which made it possible to identify that traditional knowledge and the riverside imagination, expressed through myths and legends, constitute emotional bonds with the territory and act as ethical regulators of the relationship with the environment. The interventions demonstrated that the Problem-Solving methodology, combined with the use of technological tools such as Artificial Intelligence, enhanced youth protagonism and resulted in concrete citizenship actions, such as sending a formal letter to the Legislative Assembly of the State of Pará (ALEPA). As an educational product, the Socio-environmental School Agenda for Sustainable Teaching was consolidated, structured in seven intervention shipments, which proved to be an effective pedagogical tool for organizing teaching praxis in SOME, contributing to the formation of ecological subjects and the appreciation of Amazonian identity.PPGEECA - Estratégias educativas para o ensino de ciências naturais na Amazônia