2026-10-152026-10-152025-04-03GOMES, Ranyelle Farias. Estratégias e recursos metodológicos desenvolvidos no processo de alfabetização e letramento por educadores que atuam em uma escola pública de contexto ribeirinho no município amazônico de Igarapé-Miri/PA. Orientadora: Viviane Gislaine Caetano. 2025. 81 f. Trabalho de Curso (Licenciatura em Pedagogia) – Faculdade de Educação, Instituto de Ciências da Educação, Universidade Federal do Pará, Belém, 2025. Disponível em: https://bdm.ufpa.br/handle/prefix/10349. Acesso em:.https://bdm.ufpa.br/handle/prefix/10349Literacy and literacy practices are characterized as inseparable processes that go beyond the appropriation of the writing system, involving immersion in social practices of reading and writing. This study aims to investigate the methodological strategies and resources developed by educators in the literacy process at a riverside public school. A field research with a quali-quantitative approach was conducted, using questionnaires, lesson plan analysis, and participant observation as data collection instruments. The research included two teachers working at a riverside school in the Amazonian municipality of Igarapé-Miri/PA, Brazil. The theoretical framework engages with studies by Soares (2004; 2016; 2020), Kleiman (1995; 2005; 2014), Mortatti (2000; 2019), Frade (2007), Carvalho (2005), Smolka (2012), and Freire (2020). Results indicate the predominance of synthetic methods based on repetition and copying. The conclusion highlights the need to expand methodological strategies and resources to promote student autonomy, considering the singularities of the riverside context.Acesso AbertoAlfabetização e LetramentoMétodos de alfabetizaçãoEducadores ribeirinhosLiteracy and literacy practicesTeaching methodsRiverside educationCNPQ::CIENCIAS HUMANAS::EDUCACAOTrabalho de Curso - Graduação - MonografiaAttribution-NonCommercial-NoDerivs 3.0 Brazil