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    A Avenida T-63 ao longo do tempo: um estudo sobre seu passado, presente e um possível futuro
    (Universidade Federal de Goiás, 2025-12-08) Silva, Matheus Fontanella; Kneib, Erika Cristine; Kneib, Erika Cristine; Fonseca, Thalita Pereira da; Kallas, Luana Miranda Esper; Silva Neto, Eurípedes Afonso da
    The consistent growth of urban centers in recent decades has transformed the political, economic, and social configuration of cities, consequently causing significant changes in public spaces. Smaller streets, due to the intensification of vehicular traffic resulting from population growth, have been expanded, becoming large avenues that prioritize private motorized transport at the expense of environmental quality, becoming increasingly unsafe and inadequate for city life. In this context, urban planning in major cities around the globe has been designed to balance road space in terms of appropriation by other means of transportation, discouraging car use and promoting sustainability through active transportation. Avenida T-63, located south of the city of Goiânia (GO), is a clear example of a planned urban road that, throughout its history, has been transformed into an extremely uninviting place for pedestrians. This Final Graduation Project aimed to develop a study of the avenue in three time periods: the past, gathering historical documents and events related to the road; This study examines the present, identifying its problems and potential through the use of geoprocessing, interviews with road users, and on-site visits; and a possible future, proposing interventions that engage with its past and present, aiming to make Avenida T-63 a safe, sustainable, and democratic environment.
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    Tecendo os laços do tempo: arquitetura, intergeracionalidade e paisagem
    (Universidade Federal de Goiás, 2025-11-28) Siniscarchio, Carolina Tomazoni; Mahler, Christine Ramos; Mahler, Christine Ramos; Oliveira, Adriana Mara Vaz de; Mello, Fernando Antonio Oliveira; Silva Neto, Eurípedes Afonso da
    This work is a theoretical and practical Final Graduation Project whose main objective is the design of an intergenerational center with housing for the elderly, located in the Central Sector of Goiânia. The center is conceived as a space for encounters, intergenerational exchange, and a sense of belonging. The project aims to foster interaction between different generations by offering leisure, educational, and social activities, while also ensuring dignified, accessible, and nature-integrated housing for elderly residents, key elements for promoting well-being and quality of life in old age. The intergenerational center emerges as a necessary response to the rapid growth of the elderly population, increasing age-based segregation, and the lack of adequate urban structures that promote social inclusion. Thus, the project seeks to become a significant intergenerational space that encourages active and healthy aging while strengthening community bonds. The architectural design is grounded in a solid theoretical foundation, addressing themes such as aging, intergenerationality, accessibility, and the importance of contact with nature. Additionally, case studies informed the development of project guidelines, the needs program, and spatial solutions that emphasize interaction, inclusivity, and connection with the natural environment.
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    Pátio Campinas: uma proposta de requalificação urbana do antigo pátio ferroviário de Campinas, Goiânia, GO
    (Universidade Federal de Goiás, 2025-12-02) Petean, Felipe Coelho de Souza; Ribeiro, Ana Amélia de Paula Moura; Oliveira, Adriana Mara Vaz de; Mahler, Christine Ramos; Brandão, Simone Buiate; Ribeiro, Ana Amélia de Paula Moura
    Railway arrival in Goiânia occurred within a particular political and economic context, culminating in the inauguration of Campinas railway station. This site exhibits unique architectural features warranting deeper study. Along with EFG warehouse and two staff houses, remaining buildings of the old Campinas yard comprise Goiânia’s only railway complex, currently at risk of disappearing due to lack of recognition and legal protection. Consequently, this work aims to propose urban requalification of the old Campinas station yard. The guiding principle is recovery of local industrial railway heritage through restoration and rehabilitation of pre-existing buildings, reintegration of fragmented space, and proposal of cultural and leisure facilities to improve quality of life for Vila Abajá inhabitants. To achieve this, extensive historical research and in loco visits were conducted. The final intervention proposal presents road, environmental, sports, cultural, and museological solutions for the area. The study also indicates key design guidelines for the station yard. Finally, further research into the station itself is suggested to gather sufficient evidence in defense of its protection at municipal level.
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    O papel do stylist na criação de narrativas visuais: integração entre criação, direção de arte e fotografia de moda
    (Universidade Federal de Goiás, 2025-12-02) Moraes, João Vitor Honorato Rosa de; Cunha, Marina Carmello; Cunha, Marina Carmello; Silva, Gisele Costa Ferreira da; Farias, Sálvio Juliano Peixoto
    The proposal for this work is to use the stylist as the guiding axis of the research, exploring how this professional articulates the creation of looks and artistic direction within a visual project, whether a fashion editorial or an advertising campaign. The role of the stylist is extremely important in creating a visual narrative within the fashion area, where this professional works in collaboration with fashion photography to convey aesthetic and emotional messages in editorials and advertising campaigns. With this approach, the connections between the creative process, visual execution and collaboration with other professionals were explored, reflecting the stylist's practice and deepening his theoretical understanding through the realization of four editorials presented in this work. The goal is to demonstrate mastery in the interpretation of campaigns and editorials produced in the 1990s and 2000s and, from the analysis of these visuals, propose a current reinterpretation under my gaze.
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    Materiais concretos no ensino fundamental: uma análise teórica em Vygotsky
    (Universidade Federal de Goiás, 2025-12-10) Marques, Erick Vinicíus de Freitas; Brito, Leandra Gonçalves Pinheiro de; Santos, Maria Bethânia Sardeiro dos; Castro, Karina Oliveira de; Moraes, Moema Gomes; Santos, Maria Bethânia Sardeiro dos
    This study aimed to reflect on the role of concrete materials in the teaching of subtraction in the 3rd year of elementary education, based on Vygotsky’s historical-cultural theory. The research emerged from experiences during Supervised Teaching Practice III, in which the use of different manipulatives—such as student-made counters and base-ten blocks—produced distinct learning outcomes. While the counters supported an intuitive understanding of simple subtraction, the base-ten blocks did not meet expectations regarding the teaching of regrouping, leading to the need to investigate how teacher mediation influences the use of these resources. Methodologically, this is a qualitative, bibliographic, and participant study, grounded in the articulation between theory and practice. The theoretical review encompasses conceptions of concreteness proposed by authors such as Montessori, Piaget, Dienes, Lorenzato, and Soares, highlighting that concreteness is not limited to the materiality of objects but is related to the cognitive meaning constructed by the learner. From a Vygotskian perspective, it was understood that concrete materials become pedagogical instruments only when integrated into activities mediated by language, social interaction, and intentional teaching, enabling the transition from empirical understanding to abstraction. The results indicate that the effectiveness of concrete materials does not depend on their physical structure or pedagogical tradition, but on the quality of the mediation guiding their use. It is concluded that, in order to contribute meaningfully to mathematics learning, concrete materials must be embedded in practices that articulate action, reflection, and meaning-making, fostering the construction of scientific concepts in a contextualized and socially mediated manner.