http://memoria.ifrn.edu.br/handle/1044/1111 2026-06-09T04:27:20Z http://memoria.ifrn.edu.br/handle/1044/3244 Paisagens simbólicas e (re)configurações urbanas: análise do centro histórico de Ceará-Mirim/RN na concepção de lugar de pertencimento This Undergraduate Thesis analyzes the Sanctuary of Our Lady of the Conception and the historical ensemble of architectural landscapes in the municipality of Ceará-Mirim, Rio Grande do Norte, Brazil, understanding them as central elements in the construction of local territorial identity. Grounded in the theoretical framework of Cultural and Humanistic Geography, the research articulates the concepts of place, landscape, territory, and sense of belonging, seeking to understand the role of symbolic landscapes in the production of urban space. A qualitative and descriptive approach is adopted, with emphasis on the analysis of subjects’ perceptions and on the interpretation of built heritage as an expression of collective memory. The results indicate that the historical architectural ensemble, especially the Parish Church, functions as a symbolic and affective reference for the local population, anchoring the sense of belonging in the face of urban transformations and modernization processes. It is evident that territory goes beyond its physical dimension, constituting a symbolically appropriated space in which the preservation of cultural heritage is inseparable from the affirmation of Ceará-Mirim’s territorial identity. It is concluded that symbolic landscapes play a fundamental role in maintaining urban memory and contemporary cultural resistance, reaffirming their relevance for urban planning and heritage preservation policies. 2026-02-09T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3243 O sagrado e o profano: um estudo das transformações da Festa de São Sebastião na comunidade de Currais, Nísia Floresta – RN This research analyzes the Feast of Saint Sebastian in the rural community of Currais, located in the municipality of Nísia Floresta, Rio Grande do Norte (Brazil). Its main objective is to understand the transformations that have occurred over time in the celebration of the patron saint, relating them to their historical, religious, social, and symbolic significance for local residents. Grounded in the principles of Cultural Geography and in discussions concerning the dimensions of the sacred and the profane, the study investigates how the festivity contributes to the construction of collective identity, a sense of belonging, and the symbolic use of community space. From a methodological perspective, the research is based on a bibliographic review, documentary analysis, field observation, and the collection of oral testimonies from residents-especially older inhabitants-whose memories highlight the centrality of the feast in the history and everyday life of the community. The results demonstrate that the Feast of Saint Sebastian goes beyond a strictly religious character, constituting an important moment of sociability, the strengthening of community ties, and the transmission of tradition across generations. The accounts also point to significant transformations over time, such as the reduction of the novena to a triduum and the decline in religious participation, aspects that indicate changes in the socio-cultural dynamics of the festivity. Even so, devotion to the patron saint remains alive, reaffirming the relevance of the feast as a structuring element of memory, identity, and social organization in the community of Currais. 2026-02-06T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3229 Cartografia e inclusão: estratégias para o trabalho com estudantes do Transtorno do Espectro Autista (TEA) Today, the extent to which ASD has taken on a significant role in society is evident, given the pronounced increase in the number of people diagnosed with the disorder. In light of this reality, it is important to emphasize that more theories on this topic are emerging each day, such as those by Costa (2019), Silva (2017), and Almeida (2010), considering that ASD has no cure, as it is a condition and not a disease. Therefore, the focus is only on how to achieve adequate treatment, a subject that raises a range of questions, as many remain unanswered. In this context, it is necessary to emphasize the importance of this research, as it will allow the reader to understand the various advances that have occurred since the discovery of Autism Spectrum Disorder (ASD), along with the care needed for these children, which is not limited to the family environment. They must be able to learn in schools and participate in social inclusion, without neglecting their medical treatment. Given this, this work was developed from a qualitative, exploratory methodological perspective, aiming to identify the most effective pedagogical practices for teaching cartography to students with ASD (Autism Spectrum Disorder). This is because, through cartography, students can achieve greater autonomy, feel more confident in applying their knowledge, and consequently, the teacher will have more opportunities to impart knowledge, thus facilitating the teaching-learning process. The main objective of this work is to verify how children with ASD would feel about new active methodologies, which Silva can currently affirm are innovative in the face of the difficulties faced by these atypical children. 2026-02-05T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3228 A contribuição da interdisciplinaridade para o ensino de geografia e ciências da natureza nos anos finais do ensino fundamentaL This paper deals with interdisciplinarity, an educational methodology that seeks to integrate and synthesize knowledge from different disciplines by involving the problematization of reality and the systematic organization of knowledge in an integrated manner. This approach overcomes the limitations of isolated disciplines, captivates students' interest, and shows how one discipline complements another. This research presents a documentary and bibliographic study on the subject, definitions, historicity, and applications in the teaching of Geography in the final years of Elementary School, integrated with the area of Natural Sciences. Through research referenced in theorists such as Fazenda (2008a; 2008b; 2015), Freire (1967; 1987), Piaget (1979) apud Oliveira e Sampaio (2022), among others, and in documentary research in official documents such as the National Education Plan and the National Common Curricular Base, the importance of interdisciplinary teaching of the mentioned disciplines and its contribution to the teaching and learning process was sought to be justified. The Human Sciences help students understand the world in time and space, promote a critical view of human actions and social relations, and encourage the appreciation of human rights, respect for the environment, and reflection on human experiences. Geography is essential for the development of these skills, as it helps in the formation of cultural and social identities, and develops spatial thinking and geographical reasoning, thus being seen as an interdisciplinary discipline that prepares students to interact with the world in a conscious and critical manner. The interdisciplinary teaching of Geography and Sciences enriches the understanding of geographical and environmental phenomena, allowing a more complete analysis of natural processes, broadening the student's horizon, promoting a holistic and critical view of the interactions between humans and the environment, and develops essential skills to face contemporary challenges consciously. With this approach, it is expected that students will enrich their worldview, associate knowledge from different areas, and have their critical, creative, and observant vision developed, encouraging them to analyze facts from multiple perspectives and go beyond the boundaries of traditional disciplines. 2025-02-10T00:00:00Z