2026-10-132026-10-132024-10-24COUTO, Jeovani de Jesus. Temporeza: saberes de mulheres da Comunidade Santo Ezequiel Moreno Portel- PA. Orientador: José Anchieta de Oliveira Bentes. 2024. 207 f. Tese (Doutorado em Educação) – Centro de Ciências Sociais e Educação, Universidade do Estado do Pará, Belém, 2024.https://portaldaposgraduacao.uepa.br/handle/riuepa/354AbertoEnsino - aprendizagemComunidade Santo Ezequiel Moreno Portel- PATeaching and learningSaint Ezekiel Moreno Community, Portel, PATeseCiências Humanas::EducaçãoCiências Humanas::Educação::Ensino-AprendizagemCiências Humanas::Educação::Orientação e Aconselhamento::Orientação EducacionalThe present study, “TEMPOREZA1: knowledge of women from the Santo Ezequiel Moreno Community in Portel, Pará State”, aims to analyze women’s accounts based on practices of nature preservation, ecological, spiritual, communitarian and organizational knowledge. The thesis I defend is that there is a women’s movement on Marajó Island, specifically in the Santo Ezequiel Moreno community, led and based on the recognition of organizational and communitarian knowledge of ecological preservation and agro extractive cooperation. The perspective adopted is the ethnosociological and dialogical life narrative. The corpus selected for analysis consists of narrative interviews, conversation circles and participant observation, which serve to characterize the protagonism, the social mobilization, the ecological praxis, the knowledge, oppressions, the socio-territorial, ecological configurations and the resistance to colonial and paternalistic practices. Visual, written, and sound metaphors are intertwined with the text through narratives and the community setting, between rivers and forests, presupposing new paths of intersectional investigation. The epistemology is based on the temporeza concept and Paulo Freire dialogic approaches, on Chico Mendes ethical and ecological approaches, on the concept of bem-viver2, on hooks' (2021, 2022) teaching and resistance community, on Gargallo's (2014) communitarian ecofeminism, and on the categorizations evidenced by the intersectional analysis of Collins (2021), hooks (2013), Gonzalez (1984, 2020), and Lugones (2014). This work contributes to discussions on feminism from the perspective of education as a practice of freedom, especially in the context of sociocultural and environmental diversity, expanding the content of reflections on women and rurality, as well as helping in the process of emancipatory recognition of women in the Marajoara Amazon.PPGED - Saberes culturais e educação na Amazônia