This dissertation investigates the effectiveness of the ludic device “Gyn City” as a strategy for didactic transposition in High School, integrating gamification and student-authored photographs into the teaching of Urban Geography. The general objective is to analyze how the use of active methodologies, mediated by contextualized ludic resources, contributes to the apprehension of the analytical categories of Place and Landscape. Among the specific objectives, the following stand out: promoting student agency through the photographic production of everyday life; developing a cartographic board representative of the lived space; and stimulating geographical reasoning for a critical understanding of urbanization dynamics and socio-spatial inequality. This qualitative study, structured as action research, was conducted at CEPMG Vasco dos Reis, in Goiânia-GO. The results indicate that the mobilization of knowledge through the game breaks with school passivity, allowing the landscape to be interpreted as a socio-historical document. The articulation between ludic elements and the student's subjective experience proved fundamental for the development of meaningful learning, transforming the perception of territory into civic consciousness. Thus, the educational product serves as a robust tool for geographic literacy and the innovation of contemporary pedagogical practices.

This research, developed within the scope of the Professional Master’s Program in Geography Education, aimed to design, implement, and analyze a didactic manual focused on the continuing education of Basic Education teachers, with an emphasis on the pedagogical use of geotechnologies in Geography teaching. The study is grounded in a qualitative approach and combines a literature review, the application of questionnaires, the implementation of training workshops, and the monitoring of pedagogical experiences carried out in different school contexts, involving teachers and students from Elementary and Secondary Education. The didactic manual was conceived as an educational product, organized by grade level and aligned with the skills established by the National Common Core Curriculum (BNCC), including activity proposals using tools such as Google Earth, Google My Maps, MapBiomas, Windy, and QGIS. The research was based on the recognition of the difficulties faced by teachers in the use of geotechnologies. The results indicate that the training initiatives contributed to expanding teachers’ pedagogical repertoire, fostering the appropriation of geotechnologies, and encouraging more contextualized, investigative teaching practices aligned with the development of spatial thinking and cartographic literacy. The experiences analyzed highlight the potential of the manual as a formative tool, adaptable and replicable in different school realities, strengthening the articulation between technology, Geography teaching, and the critical reading of geographic space.

School Geography, as a field of knowledge linked to the understanding of geographic space, constitutes a centralelement in the critical formation of students, articulating scientific and everyday knowledge within the schoolenvironment. This paper discusses the role of geographic education in promoting spatial reasoning and scientificthinking, highlighting its contribution to reading and interpreting socio-spatial transformations. It is based on the assumption that the school is a space of convergence for knowledge and the construction of pedagogical practices that bring teaching closer to the reality experienced by students, enabling the understanding of the dynamics that structure the contemporary world. Based on the theoretical contributions of authors such as Callai, Cavalcanti, and Damiani, the relevance of appropriating perceived and lived space is emphasized, as well as the articulation between different scales of analysis—local, regional, national, and global—as essential strategies for consolidating geographical thought. Furthermore, the integration of factual, conceptual, procedural, and attitudinal content in the teachinglearning process is advocated, favoring not only the assimilation of concepts but also the development of investigative, technical, and socio-emotional skills. The study of place, especially of urban space, stands out as a fundamental category for understanding everyday experiences and socio-spatial inequalities, contributing to the development of citizenship and the construction of critical and participatory individuals. It is concluded that School Geography serves as a strategic pedagogical tool for interpreting reality, for the development of spatial thinking, and for transforming social practices.

This work aims to promote the application of a methodology that uses landscapes observed in the field or in photographs from textbooks in Geography classes. The application of this methodology in new educacional practices is associated with the use of a didactic-methodological notebook, produced with the objective of assisting teachers in the development of dynamic activities, capable of enabling high school students to better understand geographical phenomena and spatial relationships in the school environment. For this pedagogical construction to occur, the research required knowledge of other methodologies, ways of thinking, works and articles, in addition to seeking the improvement of geographical reasoning with classroom practices and structured observation activities in fieldwork. The work was carried out with students from Educational Centers 2 and 4 of Taguatinga in the Federal District, where the aim was to improve perceptions in the use of didactic images presented in books and photographs. The methodology associated with this material motivates teachers and students to generate new ideas for studying the physical-natural components of relief, soil, climate, vegetation, and hydrography and its relationships established in geographic space, thus materializing a new dynamic in the proposed reading of the landscape. Whether in contact with the natural environment or at school, the pursuit of understanding the dynamics of space production, by experiencing this methodology in school geography, makes the student feel part of and better understand the space in which they are inserted in its multiple relationships.

Geography is a core component of the Brazilian basic education curriculum, from early childhood education to secondary school. Within this context, one of the main purposes of Geography teaching is to promote the development of geographical thinking. Achieving this goal, however, requires more than the decontextualized presentation and memorization of geographical concepts. Rather, such concepts must be meaningfully related to the contents studied and to students’ lived realities so that they may be effectively understood and mobilized in the interpretation of the world. From this perspective, students’ everyday experiences should constitute the starting point of the teaching and learning process. Such an approach aims to foster the integral education of students as individuals and citizens in an increasingly competitive and globalized world, enabling them to recognize themselves as active subjects and to act critically and consciously within the spaces they inhabit. Nevertheless, fulfilling this purpose remains a challenge for many professionals working in basic education. In view of this context, the present study proposes the articulation of the contents established in the guiding documents of the Geography curriculum of the municipal education system of Senador Canedo, Goiás, with geographical concepts and the daily experiences of students. The study aims to develop a didactic sequence focused on fostering geographical thinking among eighth-grade students in lower secondary education, through the recognition of the categories of geographical space, place, and landscape based on the socioeconomic, cultural, and environmental dimensions of the city of Senador Canedo, Goiás. Methodologically, the study is grounded in participant research, supported by theoretical research that informed both the design of the proposed activities and the analysis of the results obtained. Although globalization directly affects neighborhoods, cities, lived spaces, and many aspects of students’ daily lives, these dimensions are rarely considered in the teaching of this phenomenon, which is usually approached through instructional materials that overlook local realities and the ways in which globalization shapes people and places. The articulation between curricular content and local reality is based on the study of the concepts of geographical space, place, landscape, and globalization from the perspective of Santos (1994, 1997, 2005). In this sense, the present study seeks to integrate research and pedagogical practice, thereby contributing to the strengthening of Geography teaching in basic education through the implementation of a set of curricular activities and didactic actions grounded in the relationship between the local and the global, with particular attention to students’ everyday lives, lived spaces, and social relations in the city of Senador Canedo, Goiás.

In recent years, especially after the Covid-19 pandemic period, it has become increasingly difficult to maintain the motivation and attendance of Youth and Adult Education (EJA) students. Faced with this problem, this project presents a pedagogical practice based on the use of dance and music, aiming at the development of geographic concepts and categories arranged in teaching plans, and in the theoretical references of classic authors of Geography and Pedagogy, such as: Milton Santos, Libâneo, Cavalcante, Di Pierro, Saviani, Freire and others. In this way, creating new meanings and appropriations by students. The research covers actions aimed at implementing a teaching methodology that makes the Dance and Music Festival an instrument for recognizing the culture of different Brazilian regions. The National Education Guidelines and Bases Law (LDBEN) of 1996 ratifies that EJA is aimed at all those who did not have access to school at the appropriate age. However, a major concern with the development of EJA learning concerns the methodological strategies that must reach all students, in different age groups and at different levels of knowledge. In this way, qualitative research will be carried out, with the execution of focus groups, in two school units, among the ten that will participate in the project, with the objective of verifying the perceptions of students, teachers and intermediate coordinators about the experience of the music festival and dance. The research will be based on the participatory research method, with focus groups carried out, with the aim of analyzing learning about society and cultural identity and its territories, based on the expressions of dance and music, as well as feelings of belonging in the interaction environment with the proposal. The practices produced by students according to generating themes are important, as they are a look at the environment in which they live, at different cultures and regions, at the language that dance wants to express, with regard to identity. territorial and also about their own life experiences. This work aims to explore geographic concepts and categories, such as territory, space and place. Thus, the study integrates a reflection derived from experiences of using dance and music for active methodologies in Geography teaching led and guided by the author.

According to Farage's studies (2021), inequality in selection processes for admission to higher education in Brazil is a pressing issue that affects thousands of students every year, according to the author this inequality manifests itself in different ways, mainly through economic and social barriers that hinder equal access to higher education.In agreement, Jesus et al. (2022) adds that many students, due to lack of resources, are unable to enter the most competitive courses, opting for degrees, which are often seen as less prestigious alternatives.

The degree in Geography is a clear example of this phenomenon, students who choose this career often do so because they are unable to compete for the "great courses" of higher education, such as Medicine or Engineering. According to Salata (2018), these students enter universities and colleges with accumulated deficiencies throughout their educational trajectory.

 The National Student Performance Exam (ENADE) is a tool used by the government to assess the quality of higher education courses and, consequently, of the professionals trained by them (ENADE, 2022). In the case of teachers, ENADE serves as an indicator of the quality of the training received, however, for Verhine, Dantas and Soares (2006) the results of ENADE reflect not only the quality of the courses , but also the pre-existing inequalities that students face throughout their education.

The results of the ENADE often reveal significant disparities between public and private educational institutions, according to Carvalho and Walternberg (2015) public institutions, despite often offering free education, are unable to compete in terms of infrastructure and resources with many private institutions. This puts students at these institutions at a disadvantage, reflected in the ENADE results. 

This action research presents a pedagogical intervention developed at the João Honorato Full-Time Teaching Center, as part of the Professional Master's Program in Geography Teaching in the National Network of the University of Brasília (PROFGEO/UnB). This pedagogical intervention was structured with a sequence of activities that promoted dialogue between Climatology content and the students' lived reality, enabling an understanding of meteorological phenomena, seasons, and the distinction between weather and climate. The proposal seeks to address the recurring difficulties high school students face in understanding content related to the spatial component of Geography: climate, with an emphasis on the distinction between weather and climate, meteorological phenomena, and seasons. The adopted methodology is based on practices that value contextualization and meaningful learning, through dialogued classes, experiments, field trips, and the use of information and communication technologies to record and analyze observations in outdoor environments. This qualitative approach focuses on interpreting the meanings subjects attribute to their experiences, considering the context in which they occur. The technique used is characterized as action research, marked by a commitment to transforming the reality under investigation. The results were evaluated based on student participation, written productions, and records of the activities carried out. The data obtained indicate progress in the appropriation of concepts and greater student engagement. It is concluded that the adoption of active methodologies, aligned with the local reality and students' experiences, contributes significantly to strengthening Climatology teaching in high school.

This research aims to understand how pedagogical practices in Geography contribute to the formation of a perception of the concept of periphery consistent with the reality of the student of Gama-DF. Geography teaching is responsible for presenting students with fundamental categories in the analysis of the periphery: territory, place and landscape, together, they offer a unique theoretical basis in the construction of a peripheral identity. However, the concepts mentioned are not addressed to bring the student closer to the contents, it is necessary to implement pedagogical practices that are attractive and meaningful for the student. By proposing the problematization of the periphery and its inhabitants from the analysis of teaching methodologies in Geography, it is possible to understand how the student's relationship with his periphery occurs. To materialize the research, punctual interventions guided by the Historical-Critical Pedagogy will be developed, expository class dialogued inside and outside the school, questionnaires before and after the interventions, interviews with students and conclusion activity. At the end of the process, the Periphery Look of the CEM 02 student will be exposed in E-book form, making Geography not only a school subject, but an instrument to change the reality of the periphery.

Students with intellectual disabilities (ID) may face learning difficulties, and, therefore, it is important to provide them opportunity to establish spatialrelationships and to acquire fundamental skills for the interpretation of geographic space. The objective of this research is to analyze the teaching-learningprocess of students with intellectual disabilities in constructing spatial notions. The research assumes a qualitative approach and is organized in fourmethodological stages: a bibliographic review, the planning of a Geographic Workshop, the development of the Geographic Workshop and, finally, dataanalysis. It was carried out at CEF 26 in Ceilândia, in a special elementary school class made up of 10 adult students with intellectual disabilities. The workshopincluded six phases dealing with topological and projective spatial relationships, then moving on to the projective one and ending with the Euclidean spatialrelationship, which demands more complex skills. The assessment took place through direct observation and the filling out of a binder. The resultsdemonstrated that learning spatial relationships is a continuous, multifaceted, and unique journey for each student. The diversity in results and theimportance of personalizing teaching, constant adaptation, and the incorporation of playful strategies for effective geographic education are highlighted.

The abrupt introduction of the online teaching format, due to the pandemic (COVID-19), raised many difficulties, both due to the lack of teacher training and student indiscipline. The return to face-to-face classes was accompanied by an information deficit and the student seems to have more difficulty concentrating, which may also be associated with traditional classes. Providing students with protagonism and autonomy in their educational process, with the Science-Technology-Society (CTS) approach, can mitigate the problem, enabling a critical reading of the geographic space when analyzing real themes, reflecting on the current model of domination that determines standards , shaping this space. The objective is to develop a methodological practice using the CTS approach in teaching geography as an instrument for analyzing geographic space, in order to contribute to reflection on the relationship between technological determinism and the geopolitical order in the Eastern European and Middle Eastern regions. . The problematization of the discourse of technological determinism may favor the understanding of the transformations that occur in geographic space due to advances in technology and science that, through military and economic force, determine power relations and world order. The work is based on the geographic space category according to Milton Santos (1988, 1999, 2004, 2021 e 2023) and on the STS postulates of Dagnino (2004, 2010 e 2011), Auler and Wildson Santos (2011), Benakouche (2012), converging with the teachings of Freire (2021 e 2023). The research will be qualitative and guided by the inductive method with data collection through a pre-defined questionnaire, which aims to analyze the students' point of view on the relevance of the CTS approach in teaching Geography. It is expected, with the CTS approach, to provide the student with a reading of the geographic space that helps in the development of skills and competencies fundamental to the analysis of the interactions between Science-Technology-Society, taking scientific and technological literacy, related to everyday life, as strategy for constructing meaning in geographic science.

This course work explores the use of technologies in geography through the internet, focusing on geography. Furthermore, it offers insights for future reflections on the effective integration of ICTs in contemporary geography teaching. Google Maps tool. The research seeks to understand and demonstrate how this tool can be used as an electronic learning object in contemporary geography teaching. The research is aimed at students at Elementary and Secondary levels, with the objective of aiming at the design and use of educational projects that incorporate Information and Communication Technologies (ICTs). The study proposes the following research question: "How to provide students with a space for reflection on digital educational research related to the use of different applications that are applied to learning geography?". To answer this question, an analysis will be made of the pedagogical possibilities offered by Google Maps in terms of spatial visualization, manipulation and analysis of geographic information. The results of this research have the potential not only to enrich teachers' pedagogical practice, but also to increase students' motivation and engagement in the study of

The main objective of this dissertation is to demonstrate the power of the concept of Ethnogeography in the teaching of this discipline in elementary school, aiming to eliminate stereotypes that are constructed within any society. The justification for the elaboration of this dissertation is due to dissatisfaction with the way in which the North Region of Brazil is presented in textbooks that are distributed to students as a support for learning. Initially, we present the trajectory of this didactic material in Brazilian schools since the publications of Delgado de Carvalho in the first decades of the 20th century, until the present moment. From the great diversity of textbooks available in the Brazilian market and used by schools all over Brazil, we selected for analysis four works from the 7th year of elementary school that will bring from Geografia Regional do Brasil, published in 2018 and distributed throughout the country by the Programa Nacional do Textbook – PNLD. We made an assessment of how the North Region is presented to students from the central points that are Nature, Man and Economy, a recurring pattern derived from the precepts of classical geography. Our greater deepening is anchored in the concept of Ethnogeography (Claval, 1999) since we established as a goal, in the first place, to demonstrate that this region, which is home to the largest contingent of original populations in the country, is made up of countless ethnic groups, subverting the generic notion of Indians, each with their specific forms of relationship with nature. Secondly, in view of this diversity, we will demonstrate, from the literature produced by these peoples, what their geographies are like, serving as a complement to geography classes in order to reverse prejudiced notions about these populations.