Navegando por Orientadores "NAKAYAMA, Luiza"

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Água: um estudo sobre as representações sociais de alunos do ensino fundamental
(Universidade Federal do Pará, 2009-08-19) IMBIRIBA, Teresa Elvina Florenzano; NAKAYAMA, Luiza; http://lattes.cnpq.br/3771896759209007
Since my academic career was based on a traditional way of teaching, in which I wasn’t stimulated to participate the classes, not showing my ideas and opinions, now as a teacher, I try to encourage my students to speak, enhancing their knowledge in the subject in focus and linking them to the information at school. Thus, guided by the idea of rescue/recover the knowledge that students perceive in their family and cultural environment, I drew this essay as a research about the social representations of water from 4th grade basic education students of the ‘Escola de Aplicação da Universidade Federal do Pará’, in the year of 2007. I have used the social representaion theory formulated by serge moscovici as theoretical and methodological support with the Central Core theory of Jean- Claude Abric. The methodology characterized by a qualitative and quantitative approach, had the techniques of data collection, the questionnaire, the free evocation from the word inducing water, supplemented by the interview. The research had as subjects 110 students from the 4th grade basic education, in the ages from nine to thirteen years old, in which 60 of those are girls. The result analysis revealed important aspects about the students and their answers and enabled me to identify that the content of the water’s social representation are associated to the following meanings and senses: 1) The water consumption in the every day habits of hygiene and food; 2) To the natural landscape, formed by water resources; 3) To the natural phenomena, as the rain and the tsunami; 4) To its values and importance as a source of life and health; 5) To the concrete attitudes and actions for the water treatment; 6) To the care and preservation of the natural water heritage; 7) To its symbolism: water as a worship, beauty and leisure object and 8) its characteristics. About the structure of the water’s social representation, the central core was constituted by the semantic categories: bath, drink, life, clean, river and rain and the peripheral system, by the categories: save, pollute, wash the food, waterfalls, make food, crystalline, entertainment, sea, peace, tsunami, useful, well and drop. The understanding of students answers about water, were essential to my thoughts about this subject and so now I can create new pedagogical practices based on the challenge of forming studentcitizens that recognize the need of using water in a sensible way as a finite resource which needs to be maintained and preserved.
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Atividades investigativas, como estratégia para o ensino-aprendizagem em ciências: propostas e aprendizagens
(Universidade Federal do Pará, 2007-03-07) SOUZA, Simony Suely Paes de; NAKAYAMA, Luiza
Leaving of the premise that "teaching it requires to know to learn and to know to construct (together with our pupils) the learnings that we search", I developed a proposal of investigation activities, for the teach-learning in Sciences. I stand out that to give differentiated lessons, nor always it would be or it is easy, therefore it has a content to be fulfilled and to be finished, beyond a very short time carrying through them. Thus, my dissertation is an inquiry of the qualitative type, that if configures as an researchaction, on the activities programmed at moments, with pupils of 7 series of the basic education of two schools of the particular net of education of the city of Belém (called here, School and School B), having as content programmarian the human body. In the school, emphasizing the digestive system, we had the following moments: the great snack; a video on the process of alimentary and mini-gincana digestion (test). Already in school B, with the content on the Locomotive System, the moments: hypothetical construction of the human body, from the contour of a model; the walked one until an Academy of Gynnastics of activities; lessons in square of the school, in set with the professor of Physical Ed.; e finally, the confection of a CD-ROM with all the subjects worked, during the school year. In both the schools, had the moment of the reading of didactic books. We conclude that learnings, from investigation activities, and that they take in account the experiences, the questionings and the contributions of the pupils, they are effective, independent of the subject who will be boarded and the Institution of Education (public or particular). However, we consider that this methodology of work will function if the professor: 1 - it will be made use to continue its studies and 2 - to share with its pupils the flavors and to know them, as well as the teachings and the learnings.
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A educação ambiental paraense na fala dos seus pioneiros
(Universidade Federal do Pará, 2012-05-25) BEZERRA, Zedeki Fiel; NAKAYAMA, Luiza; http://lattes.cnpq.br/3771896759209007
Normally, the approaches of environmental education (EE) are established based on discussions at meetings held outside the Para experiences at the local level would be more rewarding, since we would be dealing with issues relevant to our reality and therefore more attractive for our students. In this context, I lifted my research question: How did the establishment of the EA in Pará through the eyes of its pioneers? So, I drew the objective of this thesis: information about the history of EA in our state, from the speech of its pioneers; characterize the concepts and practice in the present structure of the EA on Pará state and check how the EA prepared speeches worldwide and national levels are included/understood by the speech of the pioneers. As an investigative tool, I opted for qualitative research, based on the narratives of five teachers who have dedicated/dedicat to the work of deployment and implementation of EA in the Pará state, and that are directly or indirectly linked to the UFPA. For data collection, interviews were used, with 12 questions semi-structured, audio taped, saved on CD ROM and later transcribed. Besides the interviews, I used my field daily as a source of information, which was built along the search through the perceptions of the subjects and their contexts as well as records of several occurrences within the study. In seeking to produce new understandings of narratives investigated, its appropriated Textual Discourse Analysis to systematize the manifestations of the subjects, taking into account the peculiarities and uniqueness of each subject, which formed three themes, which deal in this investigation: i) The context of the pioneer educators in the EA on Pará state: constitution and praxis ii) The scenario of the creation of EA in the Pará state and iii) with respect to Para state tract and the relationship with the environmental heritage: the outcome of bases stuck. In analyzing the results it was found that international events related to the history of EA, which occurred mostly from the 1970s, resonated strongly in the training of respondents. In the same decade, Pará state, contacted various action groups and initiatives pioneered by the isolated state, which established laws and programs, aiming a systematic approaches of the EA. In this context, I believe that the strategies used historically for the organization, deployment and diffusion of EA in our state - both at the governmental and non-governmental and non-formal and formal education - have been prepared so disjointed and discontinuous. I considered as motivations for the respondents initiate the journey along the paths of the EA, the items: relevancy to the environment for supporting life on the planet and personal and professional interests. Finally, I understood the great contribution that respondents gave for the establishment and implementation of EA in Pará state, when "his act" sought to reframe the knowledge of the determination proclaimed in official documents in EA, worldwide national and local, to base the their actions environmentalists actually on Para state.
Acesso aberto (Open Access)
Educação ambiental: saberes e percepções socioambientais dos docentes de uma escola ribeirinha do Assentamento Agroextrativista do Anauerapucu, Santana-AP
(Universidade Federal do Pará, 2017-01-25) GOMES, Raimunda Kelly Silva; NAKAYAMA, Luiza; http://lattes.cnpq.br/3771896759209007
Understanding the teachers’ knowledge and conceptions on environmental education contributes to a holistic, social, and environmental vision in training of environmental educators in contemporary society. The study was developed at the State School Francisco Filho, an agricultural and extractive settlement from the village of Anauerapucu in Santana city in the state of Amapa. The intention was to reflect on the knowledge and environmental perceptions in a holistic and/or environmental theoretical perspective. The research was qualitative-quantitative approach, with a case study procedure, following the steps: 1) bibliographic survey; 2) direct observation; 3) documentary research of the projects and plans at the school; 4) semi-structured interviews with the teachers of all levels; 5) focus group sessions with all the teachers; and 6) analysis-quantitative of the data collected. Most of investigation subjects are young people, single; and have completed higher education. Among them, 10% have Lato Sensu specialization course, and for this reason, most of the teachers work at the second level of Elementary Education and/or high school. In spite of most of them work in a romantic/naturalist environmental perception, they are aware of the main local environmental problems, in other words, despite their fragmented view, they are careful about everyday students problems. Most teachers had difficulties to express their understanding about environmental education (EE). During the data collection, it was observed that teachers do not get to untie the notion of EE and environmental problems to the myth of unspoiled nature. Regarding the transversality of EE in the curriculum, interviews shows that teachers cannot conceptualize the EE. However, in the focus group sessions teachers demonstrated knowledge and methodological alternatives for teaching transversally EE in the curriculum. In this sense, we can say that the day-to-day knowledge acquired in teaching educational practice, are essential to perform EE in a holistic and socio-environmental way. Although, we know that one of the biggest challenges of EE, today, is to ensure the development of a curriculum based on an interdisciplinary, transversal, and problematizing perspective of the social-environmental reality in the educational process.
Acesso aberto (Open Access)
Educação infantil Tentehar: encontro e (des) encontros no limiar de um diálogo intercultural
(Universidade Federal do Pará, 2014-06-26) IVES, Neusani Oliveira; NAKAYAMA, Luiza; http://lattes.cnpq.br/3771896759209007
The study of specific situations occurring in indigenous schools can contribute to a holistic vision of the teaching process for various ethnic groups since the individual analysis of some difficulties and beneficial methods in pedagogic practice has the potential to indicate promising solutions to dialogical problems, and thus to suggest a contextualized intercultural education. My thesis investigates the process of Children’s Education (CE) experienced by Tentehar children. The research was conducted through an ethnographical qualitative approach, and the theoreticalmethodological references were based on the study of ethnic borderlines and the indigenous school as a border area. The chosen methods were: 1) fieldwork; 2) semi-structured interviews of two teachers, one supervisor, and the pedagogical counselor of indigenous CE and an elder; 3) an examination of the following documents: ‘Teaching Philosophy in the City of Grajau - MA for Indigenous CE,’ ‘National Educational Guidelines for Indigenous CE,’ and teaching materials; and 4) photographs taken during class activities. I observed that the intercultural education of Tentehar children has been carried out with many contradictions and misunderstandings, which may be explained by the conflicting ideas between the official discourse for cultural interchange and the opinion of native Brazilian movements’ leaders who value intracultural appraisal of ethnic identities. I believe that the epistemological bases of the curriculum practiced in the Tentehar CE are eurocentric because, while the Teaching Proposal preaches a progressive educational approach, the actual syllabus ignores Tentehar ethnic traditions, beliefs, and principals. Some of the main differing aspects of the Tentehar CE are: the absence of Tentehar people’s voice in the curriculum, the lack of specific and differentiated material, the predominance of teachers who are non-indigenous and/or do not speak the indigenous language, and the near absence of interaction between non-indigenous teachers and Tentehar students. Nevertheless, the practice of maintaining each child’s parent or guardian (usually a woman) in the class was considered positive for allowing the students to feel safe. Even though the bilingual translator teachers are important in the interaction between non-indigenous teachers and the children, s/he faces ambiguity and contradictions regarding their actual role. The research was conducted at two indigenous pre-schools, in urban and rural areas; however, no significant differences between them were observed, which yields the issue of difference versus homogenization. Henceforth, the government provides a democratic discourse for intercultural education, but no real equality conditions for it to happen, thus generating even more factors of social and cultural exclusion in the practice of native people’s schooling.
Acesso aberto (Open Access)
Formação continuada docente: o teatro de fantoches possibilitando reflexões em educação ambiental
(Universidade Federal do Pará, 2010-02-26) DANTAS, Osmarina Maria dos Santos; NAKAYAMA, Luiza; http://lattes.cnpq.br/3771896759209007
In this research I investigate the theater of puppets, as pedagogical proposal in the continued teaching formation in Environmental Education. The study was carried through in the space of the Research Group and studies in Environmental Education - GPEEA/Green Room „Pororoca‟ with the participation of six teachers of basic education. The applied methodology was the qualitative one, of the type participative action research; for the data collected I worked with four sources: 1) questionnaire, 2) the workshop, the 3) target log book and 4) interviews, carried through to clarify referring doubts to the information given by the teachers. To analyze the data I used the technique of the methodological triangulation. I evidenced that the theater of puppets as strategy for teaching-learning of environmental knowledge had been important in all the stages:1) In the confection of the texts each story presented referring information to the professional and personal experiences of the teachers, 2) In the confection of the puppets because the used methodology was considered good, cheap and easy to make, using also recycled material and 3) In the presentation of the puppets, therefore their “speaking” had expressed problems of the teacher‟s daily activities - the garbage, the consumerism, the deforestation -, beyond values and attitudes. The use of the theater of puppets as methodology was recognized enthusiastically by the teachers as viable in the professor‟s practice in all the disciplines, and the most important: with different connotation of the playful for the playful.
Acesso aberto (Open Access)
Formação de educadores do campo: contribuições para pensar a educação ambiental
(Universidade Federal do Pará, 2007-08-16) SEGTOWICH, Patrícia de Nazaré dos Reis; NAKAYAMA, Luiza; http://lattes.cnpq.br/3771896759209007
Different authors agree that Brazilian farmers are in too many difficulties related to environments and social problems and to also happens because so many times these farmers do not have the rights informations for the right development of their activities. These difficulties are responsable for the destruction of the natural resources at the taken areas. Searching for a special and single education the Movement of the Landers Farmers (Movimento dos Trabalhadores Sem-Terra (MST)) made an investment in a Course of Education for Agrarian Reform Teachers named Land Education (CPT) applied for Federal University of Pará (UFPA) during the period of February from 2001 to May 2005 with a partnership of National Colonization Institute and Agrarian Reform (INCRA) and National Program of Education in Agrarian Reform (PRONERA). This Paper has the following aims: (1) study principles that support the Land Education Course through referential documents; (2) watch the perception of the students (teachers) regarding to the educational proposal of the course and (3) characterize the praxis of the graduated student (teachers) in Environmental Education. The study explains the qualitative research in an investigative approach-the narrative. In beginning was done a documental research that helped in a formulation of a semi-structured interview droven to five students (teachers) from CPT, therefore it was visited two settlements in one camping. For the systematization and analysis the subject was literally transcribed in order to identify important topics as well as conveniences and contradictions trying to establish categories of analyses. In order to go deeper in this focus, it was used a technique of data triangulation and theories as one more way of interpretation of the colleted informations. This way, it is concluded that the proposal of the Course in spite of some difficulties was well accepted for the students (teachers) and it was a positive concept as a reflection and a better quality of life through the social inclusion and respecting the country’s Education and its variety or its diversity. As for Environment Education of that students (teachers) who made this Course it is clear that we have important items to considered as: (1) Environment Education is one of the ways of mentality changing (2) Environment Education is one of the sources of control the human’s intervention in the environmental. It is believed that this study has contributed for many different Course as the Land Education (CPT) and it was an important tool to increase the knowledge about environmental Education based on the characteristics found on the settlements and camping of Pará.
Acesso aberto (Open Access)
A matinta tem a cor da chuva: ludicidade como estratégia de ensino-aprendizagem para Educação ambiental
(Universidade Federal do Pará, 2015-08-31) DIAS, Maírna Costa; NAKAYAMA, Luiza; http://lattes.cnpq.br/3771896759209007
Whereas popular culture was established as a colorful mosaic of myths, rituals, values and knowledge, and they, in turn, are often absent from school spaces impeding the formation of critical social subjects and able to appreciate the local culture we recognize in the Amazonian legends (represented in this work by the legend of Matinta Perera) potential rescue tools, recovery and reinterpretation of the Amazon culture. The objective of this research was to try to understand the possibilities and approaches between Amazon mythopoeic and environmental education attentive and contextualized to the rich imagery of popular culture present in children's speech. We develop our study in Early Childhood Education School "Ecoescola Rita Nery" located in Tenoné District, Bethlehem, PA to the following methodology: focus group training with teachers of Ecoescola for discussion and planning of activity, thematic delimitation "urban waste and Matinta Perera "story staging tied the chosen theme," retelling "of the story by children and collection of narratives. We note, by the children's narratives, the character Matinta Perera presented with diverse character which provided an opportunity for children to incorporate habits and attitudes "ecologically correct", started to behave as environmental multipliers.
Acesso aberto (Open Access)
“Me jogaram aqui porque eu fiz 15 Anos” - biopolítica da juvenilização da Educação de Jovens e Adultos em Belém-PA (2010- 2013)
(Universidade Federal do Pará, 2014-08-08) CONCEIÇÃO, Letícia Carneiro da; NAKAYAMA, Luiza; http://lattes.cnpq.br/377189675920900
This study aims to undertake an analysis of the constitution of the Youth and Adult Education as a public policy in Brazil in the state of Pará and the city of Belém; understand how to set up the game modeler forces the current juvenization above and the presence of intergenerational groups in adult education; analyze the way in which the biopower and disciplinary measures are presented in the spaces of adult education in a municipal school in Belém. The main question: How to configure public biopolitics the EJA in the city of Belém in the period 2010 to 2013? The guiding questions were: How historically developed the establishment of adult education as a public policy in Brazil in the state of Pará and the city of Belém? How to setup the biopolitics of the game modeler forces the current juvenization above and the presence of intergenerational groups in adult education? How the biopower and disciplinary measures are presented in the space of adult education classes in a municipal school in Belém? This is a bibliographical study, empirical and documentary. In addition to referring to adult education literature, we use research on the younger players and the productions of the GT 18 "Education Youth and Adult" at the National Association of Graduate Studies and Research in Education (Anped), from its incorporation until the Annual Meeting 2013. We used the texts of the Laws of Education Guidelines and Bases 5692 1971 and 9394 1996 and the Reports of the National Council of Education / CEB 15/1998, 11/2000, 36/2004, 29/2006, 23 / 2008 and 06/2010, 01/2000 and 03/2010 Resolutions of the same institutions and Resolution 48/2002 of the Board of the National Education Development Fund (ENDF). Were part of the analysis, too, speaks of representatives of bodies responsible for adult education at the three levels (federal, state and local) public power, as well as the speech of students in the classes of 3rd and 4th EJA grade of a municipal school Belém-PA. The work focuses on the historical time from 1940 to the present, focusing the analysis from 1996 to the present, where there is the phenomenon of younger players and, more specifically, in sampling the years 2010-2013, in which the research focuses. The theoretical basis comes from the philosopher Michel Foucault studies, which used the analytical tools and concepts of biopolitics and genealogy of power. From the analysis, we see a discontinuity of public policies on adult education, marked by the rupture, with special emphasis on production gaps about the state of Pará and the city of Belém. A complex web of disciplinary measures, standardization processes and regulations sets the juvenization of AYE in Bethlehem. in the educational legislation stresses up and we seek solutions to the problem provided by the interpretation of the very legislation about the ages of EJA. This biopolitics materializes at school, showing subjective processes of students, as reflected in the analytical of talks. The subjects, however, are not simply victims of actions of official power but an active part of a sophisticated network in constant reconfiguration within which shuffle concepts and traditions, even redefining the notion of age itself.
Acesso aberto (Open Access)
A prática avaliativa no ciclo da infância: um estudo em escolas multisseriadas
(Universidade Federal do Pará, 2014-06-24) CORRÊA, Mayra da Silva; NAKAYAMA, Luiza; http://lattes.cnpq.br/3771896759209007
The examination as an integral part of the teaching-learning process is a practice that needs to be understood from the developmental stages of each student, considering their different educational paradigms. Thus, this thematic has significant importance for Brazilian education and, in the case of the state of Pará, it was considered essential for multigrade rural schools. Since the reality of these schools is marked by the historical precariousness inherent in their operating model, and requires a differentiated look, in order to improve the performance of students and teachers who attend this type of school. In view of this need, it was intended to investigate how occur conceptions and practices of assessment in childhood 1 cycle in two multigrade rural schools of the state of Pará´s education network, called here Schools A and B. It should be noted that a qualitative approach was used, specifically these categories of analysis: subdivided into register units and context units to analyze the collected data. In this circumstance, the two Pará’s schools located on Cotijuba Island and Paqueta Island were visited. On occasion, interviews were conducted with teachers P1-School A and P2-B School, working from 1st to 3rd grade of elementary school, supported by a semi-structured interview script in order to know the profile, the pedagogical practices and the forms of examination conducted with the students . It was also conducted an in-loco observation of the activities of the two teachers responsable for those classes and occasionally photographs of the classrooms’ didactic actions were taken. We found that the teachers: 1. Revealed traditional assessment in their teaching practice; 2. Register unclearly the performance of their students in their evaluative opinions 3. Use, most often, the textbook as a main educational resource in school. although teachers demonstrate difficulties in their assessment records in their pedagogical practices, they: 1. search to enhance the students' prior knowledge and searched to perform a continuous evaluation using different parameters such as ways of knowing the level of individual and collective learning of the students; 2. Use tradicional examination as a tool to resize their teaching practices and 3. Emphasized the difficulties of students during the assessment process. . Was also observed that there are: 1. Lack of textbooks to developing teaching materials; 2. Difficulties in the forms of student assessment in the classroom, due to having little training and 3. Lack of monitoring and mentoring to help improve their daily practices. Given the shortcomings observed in this scenario, it was suggested some mitigation measures, and it was considered essential to reverse this situation to facilitate the continuous education of teachers.
Acesso aberto (Open Access)
Representações sociais de aquecimento global por professores de ciências
(Universidade Federal do Pará, 2013-06-07) SANTANA, André Ribeiro de; NAKAYAMA, Luiza; http://lattes.cnpq.br/3771896759209007
Through the present study sought to characterize social representations of global warming for science teachers (Biology, Physics and Chemistry). Applied 70 questionnaires and interviewed 10% of target. The results showed that 97% of respondents blame man for global warming. However 50% of this amount portrays him as both a victim of climate events usually represented catastrophically. The media strongly influence these social representations, therefore claiming long working hours, my informants’ base their knowledge on the content of news magazines and TV programs; only 6.8% reported doing the same interactions with their peers in the school. Three peculiarities characterized allusions to reality Amazon: extreme emphasis on human dependence on the natural environment; associations of the manifestations of global warming with the forest and the waters; distancing weather events impacting and tragic. When approached everyday belenense global warming was associated with the phenomena with which it is possible to live: intensification of rainfall and heat. In terms of anchoring, were associations of global warming with the ozone layer, greenhouse gases and air pollution. Regarding the objectification, global warming was presented as planetary-scale ecological imbalance, and 21.4% of my informants perceive as punitive response of Nature to human actions. One thought was consensual: there is no cease global warming, but environmental education focused on the preservation of the environment helps to mitigate, stabilize and live with their demonstrations. These understandings are part of everyday school specific forms, as evocations of examples in program content related to global warming, or heights of projects. This understanding remained in Central Nucleus of social representations of global warming, as opposed to the option and arguments related to human action. Among the categories members of the peripheral system, lack of awareness, extensively linked to human action, was positioned near the central as well as deforestation, category more often, and burned, both accounting for most of the associations of the Central Nucleus reality Amazon. Lacks noteworthy that, like all social representations, the global warming constitute ways of dealing with reality, guiding communication processes, aggregate relationships and strengthen the cohesions of a social group, in my case, consisting of science teachers. These factors associated with knowledge "ecologizados" fragmented and superficial the specifics of global warming can justify improvement initiatives initial training and ongoing, which may be promoted continuously, at school through the pedagogical coordination. Accordingly, in addition to content updates, instigate urges science teachers, respecting and their experiences with the exercise of reflection on scientific knowledge and the media, something that could impact the way we perceive, think and deal with the global warming mentioned by my informants.
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Variação diária e caracterização morfológica das larvas de peixes do complexo estuarino do Rio Amazonas - PA
(Universidade Federal do Pará, 2009) ZACARDI, Diego Maia; NAKAYAMA, Luiza; http://lattes.cnpq.br/3771896759209007
The great importance of fishery resource for Amazonia, together with the necessity of more detailed basic information on identification of fish larvae (captured in their natural environment) justify the development of this study, which has the aim of expanding the knowledge about ichthyoplankton, relating it to diel variation tendency and tides from the estuarine complex of Amazonas river, PA. The material was collected during diurnal and nocturnal periods, in the second semester of 2007, by the PIATAM mar II project, under the subarea 1 (estuary of Paracauari river) and subarea 2 (Guajara Bay) in the tide sizigia and quadrature, in horizontal trawls the water column surface cylindrical-conical plankton 300μm mesh. The samples were maintained in recipients containing 4% formalin. Hydrologic factors were obtained in situ by the Chemical Oceanography Group of the Museum of Paraense Emilio Goeld, and were sorted and identified through on morphological, morphometric and meristic characteristics based on the development regressive sequence technique and specialized bibliography. The main structures and characteristics of the initial phases of fishes were described and illustrated, facilitating future studies focusing ichthyoplankton of the region. Superficial temperature of the water, hydrogenionic potential and dissolved oxygen did not show significant differences in the areas studied. The values of salinity did not show significant differences in relation to seasons of sampling and tides, registering only horizontal variation with the gradual increase in direction of the mouth river with high (12) and minimum (0) values to subareas 1 and 2, respectively. The highest densities of eggs were registered in subarea 1 in comparison with subarea 2. Moreover, highest densities of eggs were observed during diurnal period (163, 29 eggs/100m³), while in subarea 2 they were observed during nocturnal period (19,70 eggs/100m³). Larvae were distributed in 22 taxa representing 13 families and 21 species. The predominant taxa were: P. flavipinnis (46,29%), R. amazonica (19,75%), Engraulidae (10,70%), P. squamosissimus (7,55%), A. lineatus (5,19%), O. saurus (3,30%) and Gobiosoma sp. (2,15%), with a relative high participation of Clupeiformes (76,75%). When considering the development stage, it was observed a higher abundance of pre-flexion larvae in both subareas, while the stages yolk-sac and pos-flexion were less observed. Nocturnal period showed the highest density of larvae and number of taxa, evidencing a possible nictemeral migration of the plankton. Only M. furnieri showed significantly higher abundances in diurnal samples. The great majority of taxa did not present significant differences between diurnal and nocturnal samples. Hence, the density of larvae and number of taxa differ between diurnal and nocturnal periods and between tides. As a consequence, the morphologic characteristic described in this study allow an adequate identification of larvae, amplifying the biologic knowledge of the estuarine species from Para coast, considering that this information is still scarce and there is a necessity of intensification in this kind of research. Moreover, the comprehension of the ecology of the organisms, especially the ones which have life cycles associated to estuaries and the variations in the transport of larvae between diurnal and nocturnal periods, as well as between tides. These are fundamental topics to improve the management and conservation of these renewable resources.