http://repositorio.ufc.br/handle/riufc/22259 2026-08-17T09:21:18Z 2026-08-17T09:21:18Z Gaspar, Felipe Machado http://repositorio.ufc.br/handle/riufc/87343 2026-07-31T10:59:36Z 2026-01-01T00:00:00Z

Título: Do pedal ao pertencimento: a bicicleta como ferramenta de apropriação da cidade pelos estudantes - trabalhadores Autor(es): Gaspar, Felipe Machado Abstract: This study analyzed how bicycle use and the operation of the cycling system in Fortaleza contribute to or limit the realization of the right to the city for young working students. Based on the theoretical framework of the right to the city, articulated with debates on urban mobility and socio-spatial inequalities, the research sought to understand how daily mobility conditions affect access to education, work, and other urban spaces. Methodologically, a mixed approach was adopted, combining bibliographic research, a survey applied to young residents of Fortaleza, and qualitative procedures associated with autoethnography. The results indicate that the bicycle has the potential to expand access to the city, reduce travel time and costs, and strengthen the sense of urban belonging. However, this potential is constrained by structural limitations, such as the discontinuity of cycling infrastructure, traffic insecurity, and territorial inequalities in the distribution of urban equipment, which more strongly affect residents of peripheral areas. It is concluded that cycling mobility, although an important alternative for working students, is not yet equitably realized in Fortaleza, revealing that the consolidation of the right to the city depends on integrated public policies capable of addressing historical urban inequalities. Tipo: TCC

2026-01-01T00:00:00Z Melo, Victor Lemos http://repositorio.ufc.br/handle/riufc/87325 2026-07-30T12:11:24Z 2026-01-01T00:00:00Z

Título: A formação do professor de geografia: o estágio supervisionado IV como campo de conhecimento. Autor(es): Melo, Victor Lemos Abstract: This work aims to analyze the importance of Supervised Internship in the training of beginning teachers, focusing especially on the experiences lived in Internship IV in Geography, researching the Marechal Humberto de Alencar Castelo Branco field school. The work seeks to highlight the role of the Internship as a field of knowledge that integrates theory and practice in the process of constructing teacher identity. Methodologically, the research is based on bibliographic review, document analysis, and participant observation, in order to demonstrate how the Internship contributes to professional development and the improvement of pedagogical practices, forming teachers prepared and committed to quality public education. The study conducts a brief analysis of the Internships carried out in 4 years of undergraduate studies, focusing more on what was done in the context of Internship IV, in order to understand the dynamics, challenges, and learning achieved during the experience. In summary, the research identified many challenges faced by Geography undergraduates when entering the classroom: such as the difficult transition from student to teacher, school indiscipline that still hinders learning, pedagogical insecurity, and lack of institutional support—factors that make it difficult to remain in the profession even in the first years of practice. Finally, I seek to demonstrate how Supervised Internship IV presents itself as an opportunity to consolidate the history of teaching experiences of students who aspire to pursue teaching, being essential in several aspects: in understanding the daily life of the school in its entirety, in the practical use of teaching methodologies, in the evelopment of strategies for resolving difficulties, and in critical reflection on the social role of the teacher. Tipo: TCC

2026-01-01T00:00:00Z Pessoa, Elen Karine Forte http://repositorio.ufc.br/handle/riufc/87322 2026-07-30T11:09:30Z 2026-01-01T00:00:00Z

Título: Reflexões iniciais sobre a dimensão espacial do aprender: desigualdades socioespaciais e aprendizagem em Fortaleza (CE) Autor(es): Pessoa, Elen Karine Forte Abstract: The main issue addressed in this work is the role of space in learning, considering the system of actions and the system of objects as agents in the formation of the individual. Given the complexity that emerges from the relationship between these two phenomena, our objective is to outline a preliminary line of thought based on understanding how spatial variables (socioeconomic inequality and urban violence) impact school performance. To this end, we implemented a methodology that operationalized the concepts of Space and Learning through variables and indicators. The theoretical framework of this study is based on historical- dialectical materialism as a conception and dialectics as a logical research method, drawing on the Historical-Cultural and Critical Psychology of Vygotsky, Heller, and Newton Duarte. We also present Space as a fundamental category of study, confronting ideas from reference authors in Geography to discuss it, such as Yi-Fu Tuan, Massey, Corrêa, and Milton Santos. It is concluded that high or low school performance, which reflects learning, is not solely a matter of individual or pedagogical competence, since learning, in its essence, occurs collectively. We point out that the observed educational expression is a mirror of socio-spatial segregation. Space, with its sets of action systems and objects, therefore becomes a psychological tool that transforms human mental functions, including higher ones. Space, therefore, is not merely a background element, or a stage where learning takes place. It is both product and producer, capable of amplifying or attenuating the processes of human cognitive development. Tipo: TCC

2026-01-01T00:00:00Z Matias, Rebeca Maria Gadelha Mendes http://repositorio.ufc.br/handle/riufc/87039 2026-07-07T18:14:08Z 2026-01-01T00:00:00Z

Título: Lugares de afetos: relato de experiência Autor(es): Matias, Rebeca Maria Gadelha Mendes Abstract: This experience report describes the affective relations between first-semester Nursing students at the Universidade Federal do Ceará (UFC) and their lived and transit spaces. The research, of a descriptive qualitative nature, was conducted at the Laboratório de Práticas Alternativas em Saúde (LABPAS) during the "Studies on the Family" course, with the participation of 25 students. The intervention was divided into three stages: a conversation circle on the affective dimension in geography, the creation of affective maps/prints, and the production of short texts regarding their outputs. The theoretical framework is grounded in Humanistic and Cultural Geography, articulating concepts of space and place with the Spinozist theory of affects, which defines affect as relational forces and bodily capacities to affect and be affected.The results demonstrate that space is not neutral, being charged with intensities that guide daily practices. The analysis of the artistic representations revealed the predominance of "Home" as the main center of meaning (21 mentions), followed by the university (10 mentions) and the church (six mentions), highlighting the construction of "territories of significance" and the emergence of a sense of community in the university environment. It is concluded that affective cartography acts as a language of aesthetic and existential mediation, capable of unveiling invisible geographies inscribed in the students' routine. Tipo: TCC

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