Monografias de Graduação
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Bachelor Thesis A ambientação sonora como estratégia de branding: análise da experiência do supermercado Nordestão(Universidade Federal do Rio Grande do Norte, 2026-06-01) Silva, Mirllen Fernandes; Freire, Fernando Santos Luna; Costa, José Zilmar Alves da; Chacel, Marcela Costa da Cunha; Neves, Ronaldo MendesThis article investigates how the sound environment used by the Nordestão brand contributes to the construction of brand identity in the supermarket retail sector. Grounded in the discussions of Kotler (2025) and Costa (2026) on sound branding and marketing communication, the study adopts a qualitative approach based on direct in-person observation conducted in four units of the chain in Rio Grande do Norte. The methodological procedures were developed based on the contributions of Martino (2018), Gil (2023), and Severino (2016), using field notes. The results indicated a predominance of popular Brazilian music and jingles, highlighting the use of sound as a branding strategy. It is concluded that the sound environment strengthens the brand experience and contributes to closer connections with consumers.Bachelor Thesis Breve história fotográfica de uma cidade do interior sul-mineiro à luz dos ensaios e dos conceitos de imagem de Susan Sontag e John Berger(Universidade Federal do Rio Grande do Norte, 2026-06-23) Monteiro, Manoel Fernando Dos Santos; Eduardo Anibal Pellejero; Naiana dos Anjos Lustosa; Álvaro Ricardo Cruz da Silva FilhoThis Undergraduate Monograph addresses a photographic series that traces the origin and development of the author’s hometown, Santa Rita do Sapucaí, a municipality of approximately 40,000 inhabitants located in the south of the state of Minas Gerais, Brazil. The study is grounded in the essays and concepts of image developed in On Photography, by Susan Sontag, and Understanding a Photograph, by John Berger. The work presents ten photographs that, when sequenced, construct—through a literary narrative framework—a brief trajectory of the stages and cyclical transformations that characterize the city’s formation. In parallel, the images are subjected to a reflexive analysis in light of the thought of these authors. As a result, the study aims to produce a written exposition that establishes a dialogue between the author’s personal roots and the aesthetic, philosophical, sociological, and historical aspects inherent to photography.Bachelor Thesis Tiktok como nova fonte de informação: os desafios da checagem jornalística na era das redes sociais(Universidade Federal do Rio Grande do Norte, 2026-04-06) Ferreira, Kayllane Sayonara Firmino; Condorelli, Antonino; Souza, Jose Jullian Gomes de; Araújo, Emily Gonzaga deThis Final Paper investigates TikTok as a new source of information and analyzes the challenges this platform poses to contemporary journalism, particularly regarding fact-checking practices and the maintenance of public credibility. The study is grounded in theoretical contributions from authors such as Recuero (2011), Wardle and Derakhshan (2017), and Biroli and Miguel (2011), based on the understanding that misinformation is not an isolated phenomenon, but a structural and systematically reproduced process. In this context, the research examines how TikTok’s algorithmic logic, short-form video format, and emotion-driven dynamics influence the circulation, reception, and interpretation of information. Methodologically, the study is based on a literature review and a qualitative analysis of audiovisual content, using analytically constructed examples inspired by recurring patterns observed in viral TikTok videos. These examples do not refer to specific videos, but to representative models that synthesize common characteristics of widely disseminated misleading content on the platform. The findings indicate that TikTok favors content that relies on perceived authenticity, emotional dramatization, and narrative simplification, often at the expense of journalistic accuracy. The study also demonstrates a shift in informational credibility, moving from institutional journalism to influencers who master intimacy-based aesthetics and persuasive performance. As a result, journalism faces significant challenges in competing in terms of speed, emotional impact, and reach within an engagement-driven ecosystem. The paper concludes that TikTok reshapes structures of visibility and trust in the public sphere, posing epistemological, ethical, and communicational challenges to journalism. In this context, it becomes essential to adapt journalistic practices to digital environments and to strengthen media literacy initiatives as a strategy to counter misinformation.Bachelor Thesis A educação na década de 1930: a visão dos intelectuais católicos nas páginas da “Coluna do centro”(Universidade Federal do Rio Grande do Norte, 2026-06-17) Souza, Olinto Renan de; Peixoto, Renato Amado; http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4700000D5; http://lattes.cnpq.br/4275286902048276This study aims to analyze the diverse thoughts, opinions, and reflections of Catholic intellectuals featured in the “Coluna do Centro,” a Catholic column published by the Dom Vital Center in O Jornal, one of Brazil’s leading newspapers at the time and part of the “Diários Associados” network owned by media magnate Assis Chateaubriand. The study’s primary source consists of newspaper clippings regarding debates on basic education, religious instruction, Catholics in higher education, and opinions expressed in the “Coluna do Centro” by intellectuals of the 1930s, such as Hamilton Nogueira, Laura Jacobina Lacombe, Luis Sucupira, Jonathas Serrano, Everardo Backheuser, and other prominent figures of that era. Based on these clippings, we can reflect on the different political, pedagogical, and religious positions expressed by these figures of the Brazilian intelligentsia. The theoretical foundation of this work is based on Pierre Bourdieu’s theory of fields, in which the French sociologist examines the religious field, allowing us to analyze how the intellectuals we will discuss in this article, despite their diverse backgrounds, are part of the same field. Another theoretical framework that reinforces the position held by Catholic intellectuals in the 1930s is that of author Sérgio Miceli, who, in his work Intelectuais à Brasileira, discusses the participation and stance of Catholic intellectuals in Brazilian education during that period.Bachelor Thesis A utilização de imagens como instrumento no ensino de história: a Segunda Guerra Mundial através da fotografia(Universidade Federal do Rio Grande do Norte, 2023-06-25) Rocha, Franclebson Ítalo do Nascimento; Viana, Helder do Nascimento; https://orcid.org/0009-0006-1961-0812; http://lattes.cnpq.br/3851721764401540This article analyzes the use of photographs produced during the Second World War (1939-1945) as a tool for teaching History. Based on the discussions presented by Moimaz (2012) regarding the image as a historical document, it seeks to understand how visual resources can contribute to the construction of historical knowledge in the classroom. The research is based on a literature review and highlights the need for a critical reading of visual sources, going beyond their merely illustrative use. It concludes that the appropriate use of photography allows students to develop skills in historical analysis, interpretation, and reflection, fostering meaningful and contextualized learning.Bachelor Thesis Avaliação de satisfação das Trilhas de Aprofundamento do Novo Ensino Médio Potiguar: uma análise dos aspectos estruturais, metodológicos e de impacto acadêmico, partindo da experiência dos estudantes em 2023(Universidade Federal do Rio Grande do Norte, 2025-11-28) Tenório, Ana Luiza de Melo; Santos, Anderson Cristopher dos; http://lattes.cnpq.br/9314022204497649; Silveira, Raquel Maria da Costa; http://lattes.cnpq.br/8919649299739496; Carvalho, Ciáxares MagalhãesThis study presents a satisfaction assessment of the Specialization Pathways (Trilhas de Aprofundamento), which are part of the Formative Itineraries within the New High School model of Rio Grande do Norte, Brazil. The research addresses structural, methodological, and non-pedagogical aspects related to academic impact, aiming to capture the perceptions of students across the state who experienced these pathways in their second year of high school. The focus lies on analyzing the initial implementation phase of this specific component of the educational reform, within the context of the New Potiguar High School and its new curricular structure, as well as on assessing the satisfaction level of its main beneficiaries, the students. The evaluation is structured into three dimensions, established according to predefined criteria (Secchi, 2014): satisfaction, didactics, structure and accessibility. The database was built from a mixed-question survey (Richardson, 1999) conducted by the Secondary Education Subcoordination of the State Secretariat of Education, Sports, and Leisure of Rio Grande do Norte (SUEM/SEEC-RN), with support from the Regional Education Directorates (DIRECs), which were responsible for administering and providing the responses. The findings for each dimension reveal students’ perceptions of the Specialization Pathways regarding resources, teaching approach, and academic impact. The analysis revealed weaknesses across all three examined dimensions, indicating partial satisfaction with the program. Finally, the study presents improvement proposals aimed at enhancing the effectiveness of this specific public policy.Bachelor Thesis Instrui!: as querelas educacionais entre o ensino religioso e o Governo Provisório (1930-1934)(Universidade Federal do Rio Grande do Norte, 2026-06-17) Sabino Neto, João Batista; Peixoto, Renato Amado; https://orcid.org/0000-0002-2342-4215; http://lattes.cnpq.br/4329353374197075; https://orcid.org/0009-0002-7479-4010; https://lattes.cnpq.br/0136240129148670The aim of this study is to analyze the social, political, and religious impacts of the 1931 decree issued by the Provisional Government, which established optional religious instruction in Brazilian schools. To this end, we will use the periodical A Cruz – the official publication of the Parish of São João Baptista (RJ), the country’s leading Catholic media outlet under the supervision of then-Cardinal Dom Sebastião Leme – as a methodological lens for analysis. Furthermore, we will examine the networked relationships between the State and the Church that were consolidated through the policy of conciliation promoted by high-ranking Catholic leaders within the Brazilian Republic, particularly in the education system, a sensitive issue of contention between ideological spheres that intensified following the collapse of the oligarchic model prevailing during the First Republic. These interconnections will be organized based on Micelli’s concepts regarding the religious intelligentsia and its fields of activity, as well as power and religious legitimacy.Bachelor Thesis Colorindo emoções, construindo aprendizagens: a afetividade na perspectiva de Henri Wallon a partir de uma sequência didática com o livro o monstro das cores.(Universidade Federal do Rio Grande do Norte, 2026-06-17) Gomes, Ellen Bezerra Dias; Reis, Mônica Karina Santos; http://lattes.cnpq.br/6811223142739502; Costa, Ademárcia Lopes de Oliveira; Lima, Juliana de Melo; Reis, Mônica Karina SantosEmotions, feelings, and passions permeate human relationships and influence how individuals develop, learn, and relate to the world. In the school context, affectivity constitutes a fundamental dimension of teaching and learning processes, especially during the early years of elementary education. Given this, this research sought to answer the following question: how can a didactic sequence based on Henri Wallon’s theoretical perspective contribute to the development of an affective pedagogical practice in an early elementary school class? The study aimed to analyze how a didactic sequence based on Henri Wallon’s theoretical perspective could contribute to the development of an affective pedagogical practice in a class during the early years of elementary education. The theoretical foundation regarding Affectivity is based on the works of Wallon (2007; 2008), Mahoney and Almeida (2005; 2010), Almeida (2008), and Tassoni (2013). Regarding the relationship between reading and education, it is based on the works of Compagnon (2009), Cavalcante (2018), and Platzer (2024). The research was qualitative and basic in nature, employing field research procedures, a case study, and individual interviews. The study was conducted with a first-grade class at a municipal public school in Parnamirim, Rio Grande do Norte (RN). To generate data, a didactic sequence titled "Literary Reading and the Expression of Emotions: Dialoguing with the Book *The Color Monster*" was designed and implemented; it was organized into stages comprising pre-reading, mediated reading, discussion circles, drawing and painting activities, sharing sessions, and activities extending beyond the text. Data were gathered through observations recorded in a field journal and interviews conducted with the students at the conclusion of the activities. The results demonstrated that the mediation of literary reading fostered the expression of emotions, active participation by the children, and the establishment of connections between the feelings present in the narrative and their own life experiences. Furthermore, the activities enabled the recognition, naming, and reflection upon various emotions, promoting the integration of affectivity, cognition, and motor skills. It was also observed that the organization of the environment, the moments dedicated to dialogue and listening, and the opportunities for expression contributed to the construction of an affective and meaningful pedagogical practice. It is concluded that affectivity constitutes a fundamental element of teaching and learning processes, fostering the holistic development of students and the construction of more humanized pedagogical practices, especially when integrated with literary reading and intentionally planned pedagogical approaches.Bachelor Thesis Das (in)certezas ao flu(ir): entre enchentes e vazantes no processo de formação pedagógica(Universidade Federal do Rio Grande do Norte, 2026-06-10) Tavares, Luana Moreira Pamplona da Costa; Costa, Ademárcia Lopes de Oliveira; https://orcid.org/0000-0001-9570-6660; http://lattes.cnpq.br/3389381045338422; Ribeiro, Wagner Leite; https://orcid.org/0000-0003-2495-1030; http://lattes.cnpq.br/2622014367423112; Reis, Mônica Karina Santos; http://lattes.cnpq.br/2905658839080702This study´s linked to the Pedagogy Teacher Education Program at Universidade Federal do Rio Grande do Norte (UFRN) and consists of a formative memorial whose general objective´s to critically reflect on the author’s personal, academic, and professional trajectory, highlighting how the experiences lived throughout her education have contributed to the construction of her identity as a future pedagogue, to the development of self-knowledge, and to the resignification of her practice within the context of Federal Environmental Licensing. The methodology adopts a qualitative approach, based on the construction of (auto)biographical narratives and life stories in formation (Marie-Christine Josso, 2009), with analysis grounded in the concept of political and emancipatory education proposed by Paulo Freire (1996) and informed by the perspective of counter-colonial thought developed by Antônio Bispo dos Santos (Nêgo Bispo, 2015).The main results demonstrate that self-formation constitutes a relevant element for articulating academic training and professional practice. The importance of qualified listening in relation to the Central Subject of Educational Action (SAE) was also emphasized, as well as the need for continuous deepening of knowledge regarding local culture and its socioeconomic dynamics. Furthermore, the relevance of developing guiding documents rooted in the local reality was identified, conceived as instruments to support teachers in the planning and development of contextualized pedagogical actions. It´s concluded that the articulation among self-formation, qualified listening, and the understanding of the local sociocultural context strengthens (self)formation and practice, fostering the development of pedagogical actions that are more contextualized and aligned with the educational demands of the contexts in which they take place.Bachelor Thesis O meu eu como Metalugar de aprendizagens partilhadas: reflexões introdutórias sobre a diferença como espaço de experimentação do novo.(Universidade Federal do Rio Grande do Norte, 2026-06-23) Santos, Maria Clara Pereira; Thome, Renata Viana de Barros; http://lattes.cnpq.br/1230598383268415; https://orcid.org/0000-0003-0411-186X; http://lattes.cnpq.br/0824718287335761; Thome, Renata Viana de Barros; http://lattes.cnpq.br/0824718287335761; Andrade, Erika dos Reis Gusmão.; Silva, Raquel Patriota da.The work in question aims to be a "metalogue of shared learnings," exploring diffe-rence as a space for experimentation and learning. The goal is to contribute to the discussion on how we can truly work with difference in all its potentiality of "beco-ming-other." To achieve this, I methodologically utilize the autobiographical potential of the educating memorial to mobilize and share my own experience as a metalogue of reflection on difference. Through this sharing, I seek to make visible, in a tasting manner, difference as a catalyst for new inclusive practices in education. For this purpose, I weave an epistemic quilt, using the concept of difference as "becoming-other" from Gilles Deleuze (1925-1995) as the thread of my stitching. Additionally, I draw on the epistemological patches formed by my narrated body, which have been shaped by my academic trajectory as a Philosophy graduate, master’s and doctoral student in education, and future pedagogue at the same institution where I currently work as a tenured faculty member.Thus, I weave together problematizations stemming from critical theory regarding processes of authoritarianism and the reduc-tion of the human experience to the existential experience of having, at the expense of the suppression of existential experience. This includes processes of denuncia-tion that reveal how difference has become a commodity in neoliberalism and the effects of this process. Moreover, I present a set of patches that aim to initiate what we can do in the face of a reality where practices of nullification are cloaked in in-clusive discourses. In line with this, there is no conclusive closure that answers what emerges as a denunciation of inclusion practices when the inclusive discour-se loses its practical grounding. What I share with you, reader, are humble and ho-nest announcements of how we can deal with difference as an antidote to our collective state of war against all