2026-11-042026-11-042026-02-26RIBEIRO, Edilza do Rosario Conceição. O açaí como temática potencializadora no processo de ensino e aprendizagem contextualizado em ciências da natureza. Orientadora: Priscyla Cristinny Santiago da Luz. 2026. 138 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/410AbertoContextualizaçãoAçaíCultura amazônicaProduto educacionalEducação socioambientalContextualizationAçaíAmazonian cultureEducational productSocio environmental educationDissertaçãoCiências Humanas::EducaçãoCiências Humanas::Educação::Ensino-AprendizagemCiências Humanas::Educação::Ensino-Aprendizagem::Métodos e Técnicas de EnsinoThe environmental issue, particularly in the Amazonian context, occupies a central place in contemporary educational discussions. The integration of regional themes into the teaching of Natural Sciences is essential to promoting critical understanding of the environment, stimulate reflective thinking among students, and valuing local knowledge and cultures. This study sought to answer the following research question: can the açaí theme, explored through a Contextualized Didactic Sequence, enhance learning about Natural Sciences knowledge related to the açaí fruit, as well as foster socio-environmental attitudes and the appreciation of miriense culture? The general objective of the research was to investigate the learning outcomes constructed through the application of a contextualized Didactic Sequence (DS) on the theme of açaí, articulating scientific, socio-environmental, and cultural knowledge, with a view to promoting student protagonism and sustainable practices. A qualitative approach was adopted, with data collection procedures including conversation circles, field observations during a field trip class, field diary records, and the application of questionnaires. Data analysis was based on the Content Analysis method. The results showed that the application of the contextualized DS presented significant formative potential, as açaí, as a generative and integrative theme, enabled the construction of relevant cognitive learning outcomes, highlighting: the promotion of active, critical, and participatory learning on socio-environmental issues; the re-signification of açaí, understood not only as food, but as cultural, as economic and as environmental heritage; and the development of socio-environmental awareness and student protagonism. Furthermore, an understanding of the relationship between nature, science, and culture was observed, which fostered greater interest in scientific knowledge in a deeper and contextualized manner, promoting attitudes of appreciation and conservation of natural resources. Thus, it is confirmed that the açaí theme constitutes an effective pathway for contextualized pedagogical practices, by integrating scientific knowledge, the development of socio-environmental awareness, and the appreciation of Amazonian culture, in addition to strengthening students’ identity and their connection with their territory.PPGEECA - Estratégias educativas para o ensino de ciências naturais na Amazônia