http://repositorio.ufc.br/handle/riufc/22261 2026-08-17T04:26:16Z http://repositorio.ufc.br/handle/riufc/87343 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 http://repositorio.ufc.br/handle/riufc/87322 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 http://repositorio.ufc.br/handle/riufc/87039 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 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/86384 Título: Tornar-se professor de Geografia: o papel dos estágios supervisionados na construção da identidade docente Autor(es): Anjos, Francisco Juscelino de Souza dos Abstract: This work understands how the supervised internship contributes to the formation of the professional identity of the Geography teacher, considering the interfaces between theory and practice. The investigation utilized a qualitative approach combining: autobiographical case study of the four internships of the author, semistructured interviews with eight undergraduates, reflexive analysis of lived experience, documentary analysis and pedagogical artifacts. The results evidence that the progressive curricular structure of 400 hours, articulated in observation, participation, planning and regency in diverse contexts, transforms the future teacher not only by the accumulation of theories, but by the permanent confrontation between academic knowledge and concrete school reality. The challenges faced in each stage operated as opportunities for professional resignification: in Internship I, the confrontation with the structural reality of schools reframed theoretical expectations; in Internship II, teaching deaf students demanded conceptual reconfiguration of geographic fundamentals; in Internships III and IV, the tension between planning and real contingency produced creative improvisation and consolidation of reflexive autonomy. The reflexive practice mediated by genuine encounters with students, supervisors and peers produced concrete transformations: reconfiguration of pedagogical approaches, development of intellectual autonomy and professional confidence. It is concluded that professional teaching identity is not a product of accumulation of knowledge, but a result of continuous praxis, where systematic reflection on lived experience transforms transitory learning into lasting and transformative experiential knowledge Tipo: TCC 2025-01-01T00:00:00Z