Cartographic Literacy (CL), understood as the ability to map, read, and comprehend spatial
representations, constitutes a fundamental skill for the development of students’ geographical
competencies, as outlined in the Brazilian National Common Curricular Base (BNCC). This study
primarily aims to present an interdisciplinary Didactic Sequence (DS) for teaching Geography, with
an emphasis on the development of CL in 5th-grade Elementary School classes – Early Years,
grounded in the principles of the Universal Design for Learning (UDL). This research adopts an
inclusive approach, focusing on overcoming pedagogical barriers and ensuring access, active and
genuine participation of all students in school-based activities. The DS is structured to integrate
different curricular components, such as Geography, Arts, Science, History, Portuguese Language,
and Mathematics, enabling a more holistic and meaningful Geography teaching experience.
Through practical and theoretical activities, the intention is for students to develop basic
cartographic skills, such as reading, understanding, and interpreting graphic representations, which
are essential for their academic journey. The adoption of the UDL principles ensures that teaching is
accessible and promotes the development of critical and collaborative competencies among
students. Regarding the methodology, the research employs a qualitative and exploratory-
descriptive approach, based on bibliographic and documentary research, culminating in the
development of an educational product applicable to teaching practice — in this case, the DS. The
literature review includes authors who are recognized references in the fields of Geography teaching
and educational inclusion. For the structuring of the DS, the theoretical framework proposed by
Dolz, Noverraz, and Schneuwly (2004) was adopted, whose approach contributes to the didactic
organization of teaching sequences aimed at developing specific competencies. Regarding

Cartographic Literacy, the contributions of Passini et al. (2014) and Almeida (2020) are highlighted,
as they discuss cartographic practices in schools and their relevance to the formation of
geographical thinking. As for Universal Design for Learning, the theoretical foundation is based on
the works of Meyer et al. (2014) and Sebastián Heredero (2020), whose reflections expand the
understanding of accessible teaching and inclusive pedagogical design. The study demonstrates that
an inclusive and interdisciplinary approach to teaching school Cartography can enhance the
understanding of geographic space and contribute to the formation of conscious and critical citizens.

Teaching about Landscape is a multifaceted exercise encompassing geographic, theoretical, didactic, and methodological dimensions. In contemporary times, landscapes are profoundly affected by human action, whether in social, economic, or cultural aspects. Framing this reflection within the field of Humanistic Geography, the concept of Landscape should be approached from the perspective of the subject's experience with space, seeking to understand the set of sensations, experiences, and meanings involved in this relationship, and which lead to conceptions about Landscape. In the context of Geographic Education, this approach can be mediated through photography, as a pedagogical-geographic language that enables the experience with space. This process requires the need for a formative path, which can be established through the elaboration of a didactic sequence. In this sense, this research aims to produce a didactic sequence for teaching Landscape in the 6th-grade Geography class, from the perspective of the experience with the space of the Potengi neighborhood, in Natal/RN, using photography as the mediating language for this pedagogical-geographic process. To achieve this objective, the methodological procedures presuppose a qualitative research, which is structured through exploratory research and field research. The exploratory research includes conducting literature review, based on theoretical references such as Cavalcanti (2010), Callai (2005), Dantas (2011), Gomes (2013), Holzer (1996), Merleau-Ponty (1999) and Zabala (1998) and documentary research, consulting the National Common Curricular Base. In addition, a questionnaire was applied to Geography teachers to consider teaching experiences for the elaboration of the didactic sequence. The field research, in turn, was developed at the Centro Educacional Progresso school, located in the Potengi neighborhood, in two 6th-grade classes, in order to experience the proposed didactic sequence. The results allow us to reflect on the educational potentialities of photography for teaching Landscape from the perspective of experience, while enabling the exploration of individual and collective experiences in space, as well as elaborating meanings for landscapes based on the sensations and emotions they provoke. In addition, the students' gaze when recording the landscapes stands out, which reveals a sensitivity and affection for nature, to the detriment of the advancement of urbanization in the studied neighborhood.

The lack of understanding and involvement of society in environmental issues has been a central factor in accelerating the degradation of natural resources, endangering the sustainability of ecosystems and the quality of life of the population. In this context, it is essential to implement pedagogical strategies that aim to raise awareness and promote ecologically sustainable behaviors, including healthy and quality nutrition. This educational approach is essential for fostering critical and proactive individuals who can act consciously and responsibly for the collective well-being and environmental preservation. In this regard, the present study focuses on analyzing the use of school gardens as a pedagogical space to stimulate environmental education and as a potential enhancer of the teaching and learning process of skills and abilities in the geography discipline, with an emphasis on the production and transformation of the geographical space. To achieve this goal, a bibliographic research was conducted and a questionnaire was applied to evaluate the knowledge of geography teachers about the use of the school garden. As products of this investigation, a didactic sequence and a pedagogical handbook were developed. The bibliographic research was conducted in books, magazines, and periodicals in the field, enabling the development of the chapters related to the theoretical basis, as well as the elaboration of the questionnaire. The highlighted bibliography emphasizes the crucial role of geography in addressing contemporary challenges in agriculture and sustainable development, positioning the school garden as a powerful example of urban agriculture that goes beyond the mere production of food and becomes a valuable educational resource. The semi-structured questionnaire was administered to Geography teachers in public schools to identify their experiences with the school garden. Upon analyzing the knowledge and experiences of geography teachers in the final years of elementary school and high school, the study reveals a strong recognition of the potential of school gardens for environmental and nutritional education, as well as for the integration of theory and practice. Despite the fact that most teachers do not have prior experience with gardens and their use in the classroom is still limited, the enthusiasm and recognition of the importance of agroecology are evident. Based on the researcher's experience with the Semear school garden, developed at the Élia de Barros State School in São Gonçalo do Amarante (RN), a report was prepared on the six years that the garden was active. This experience demonstrated that a school garden constitutes a living laboratory, capable of enriching geography lessons and allowing students to experience concepts such as land use, socioenvironmental relations, and the impact of human activities firsthand. Based on this experience, the didactic sequence "Geography, Environmental Education, and School Garden Hand in Hand with Knowledge" and the pedagogical brochure "Treading the Paths of Knowledge" were developed. These supplementary materials aim to guide the implementation of school gardens and enhance geographical learning.

Teaching Geography involves relating the content studied in the classroom to the students' daily lives in order to increase their perception of the world. Thus, Geography is understood as a set of theories that combine with the students' experiences, allowing them to associate theory with their daily lives. The understanding of the space in which the student is inserted also occurs through the guidance of the teacher, since the teacher becomes a guide to understanding reality. In this sense, there is a need to seek teaching materials that lead them to know and understand what is close to them. The main objective of this research is to develop an e-book of a Geomorphological Atlas aimed at the study of the local Geography of the city of Monte Alegre, Rio Grande do Norte, which can be used by teachers in the city to encourage their students to develop knowledge about physical geographic aspects of the city of Monte Alegre. This research has a qualitative and quantitative nature, where initially, a bibliographic review was carried out based on readings in printed and/or digital academic works available in virtual spaces, produced by school Geography, Geography teaching, school cartography, municipal school atlases, also including works produced in GEOPROF or in other postgraduate programs in Geography, as well as national and international authors who address physical-natural and sociocultural themes. The final product will be available in the digital version, in the form of boards that cover specific themes of Geography and the area of study. The moment the student goes through the pages of the teaching material, he will see maps, graphs, photographs, explanatory texts, etc.

This research aims to develop a Digital Booklet focused on Anti-Racist Education in the teaching of Geography, with emphasis on the study of ethnic-racial relations (and inequalities) in the school environment. The proposal seeks to understand and problematize students' spatial practices within a predominantly Eurocentric curriculum, highlighting the limits and boundaries of affirmative policies in the face of hegemonic socio-cultural patterns. From this contextualization, the research adopts the concept of Anti-Racist Education as its central axis, analyzing structural racism and its impacts on the construction and circulation of geographical knowledge. In addition, pedagogical strategies are explored that enable a critical and reflective approach to ethnic-racial relations, encouraging the valorization of diversity and the construction of a citizen and ethically humane educational environment. The proposed Digital Primer should serve as an accessible digital teaching resource, offering theoretical and practical support for teachers and students in deconstructing stereotypes and promoting anti-racist geographical education, contributing to and implementing educational practices that tackle racism and promote social justice in the school context. The theoretical foundation is based on references from Geographical Education, articulated with research and authors who have investigated Antiracist Education, such as CIRQUEIRA (2017), MUNANGA (2013), QUIJANO (2005, 2023), PINHEIRO (2023), RATTS (2010, 2023), SANTOS (2013), authors of Geography Teaching, as well as the documents, guidelines and laws that underpin and guide Brazilian education. The methodology adopted has been collaborative qualitative research, with experiences in the school space, co-authored production and writing with focus groups (teachers and students), interviews and the application of a semi-structured questionnaire in elementary school contexts in public and private schools in Natal-RN. In order to identify the potential and weaknesses of the Digital Primer (quality, design, functionality), we will analyze the impressions and speeches about this educational product for Geography Teaching, seeking to understand whether it guides and underpins the fight against racism at school and in the classroom.

The presence of Digital Information and Communication Technologies (DICTs) in School Geography highlights the need for transformations in pedagogical practices that go beyond merely instrumental use. In Geography teaching, these technologies can promote practices connected to students’ digital experiences and to the development of geographical reasoning through a critical analysis of space, especially when articulated with audiovisual language. This research aimed to develop a didactic guide for the production of videocasts on the theme of globalization, intended for 9th-grade classes in Elementary Education, based on the guidelines of the Brazilian National Common Curriculum Base (BNCC) and the Curriculum Document of Rio Grande do Norte (DCRN). In addition, the study sought to apply the educational product in a 9th-grade class at Escola Estadual Padre Edmund Kagerer in Caicó/RN. The research problem relates to the need to bring Geography teaching closer to students’ digital experiences, addressing challenges such as classroom distraction, the overcoming of purely instrumental uses of DICTs, and the scarcity of studies on the impact of videocasts on the construction of geographical knowledge. The use of this resource proves to be promising and powerful by integrating sound, image, and content, engaging different student profiles and fostering both student protagonism and geographical reasoning. The study adopts a qualitative approach, based on Minayo (2014), as it considers aspects related to meanings, values, and social practices within the educational context. Methodologically, the research employed bibliographical, documentary, and field investigation. The theoretical-conceptual framework includes authors who discuss Geography teaching and School Geography (Cavalcanti, 2003, 2012, 2024; Callai, 2005; Castrogiovanni, 2007; Costa & Ianni, 2018, among others), educational technologies (Moran, 2007; Kenski, 2012; Silva & Canto, 2021), DICTs (Lévy, 1999; Couto, 2014; Pereira & Schuhmacher, 2021), globalization (Santos, 2010 and others), and the use of podcasts and videocasts in education (Canavilhas, 2001; Foschini, 2018; Rosa, 2022). Regarding official documents, the study is grounded in the BNCC (2018) and the DCRN (2018), focusing on the knowledge objects and skills related to globalization for the 9th grade. The results indicate that the videocast constitutes a promising and powerful possibility for pedagogical practices capable of mediating meaningful learning and contributing to the development of consistent geographical reasoning. In this perspective, the educational product also proved effective in expanding teachers’ pedagogical repertoire and possibilities, offering material that supports discussions on globalization in elementary education, promotes the integration of DICTs into school routines, overcomes merely instrumental uses of technology, and values students’ autonomy and protagonism, reaffirming Geography as essential for citizenship education.

The principle of inclusion in the teaching-learning process is a fundamental element of contemporary educational practices. Inclusion presupposes considering the diversity and particularities of individuals in the school environment, implementing actions that facilitate learning for all, especially those with special educational needs, such as students with ADHD. ADHD (Attention Deficit Hyperactivity Disorder) is a neurobiological disorder characterized by symptoms of inattention, impulsivity, and hyperactivity, which can lead to emotional, interpersonal, academic, and professional impairments, among other things. From this perspective, by situating the discussion within the field of school geography teaching, this work aims to develop a didactic-pedagogical guide with guidelines and teaching strategies, considering the learning of this population of students in the sixth grade of elementary school. For this purpose, a qualitative and exploratory research approach was conducted, understanding that the construction of knowledge about the object of study occurs throughout the research process, promoting greater familiarity with the phenomenon under investigation (Gil, 2002; Marconi and Lakatos, 2003). The methodological procedures involved bibliographic, documentary, and field research. The bibliographic research aimed to gather information about the guiding themes of the investigation: a) ADHD (Barkley, 2024; Braga, 2023; DuPaul and Storner, 2007); b) School Inclusion (Mantoan, 2011 and 2015; Correia, 2008; Glat and Oliveira, 2003), c) Teaching Geography and School Geography (Castellar and Vilhena, 2023; Cavalcanti, 2012, 2013, 2019; Pontuscha, Paganelli and Cacete, 2009); d) intersection between the teaching of Geography and Inclusion (Silva and Alves, 2023; Montenegro and Ribeiro, 2016); e) technical and pedagogical guidelines for preparing the guide (Libâneo, 2013; Oliveira, 2013; Zaballa, 1998; Rangel, Delcarro and Oliveira, 2019). Furthermore, a state-of-the-art study was conducted on teaching Geography to students with ADHD, taking as a reference the academic productions on the subject over the last ten years (2015-2024). Regarding documentary research, we sought to interpret official documents dealing with school inclusion in Brazil (Brazil, 1988, 1996, 2008, 2015, 2021), as well as on the teaching of Geography in the final years of Elementary School, such as the National Common Curricular Base - BNCC (Brazil, 2017) and the Maracanaú Curricular Base - BCM (Maracanaú, 2019). The field research stage consisted of interviews with six Geography teachers and a representative of the Maracanaú Department of Education. The data were interpreted following Bardin's (2015) content analysis method, with pre-analysis, exploration of the material, and treatment and interpretation of the results. The research findings provided the basis for the development of the text "ADHD: A Didactic- Pedagogical Guide for Geography Teachers." The research product was anchored in real-life situations from everyday teaching, offering theoretical and methodological insights capable of expanding the possibilities for inclusive teaching of School Geography. The resource includes clarification on the behavioral and cognitive characteristics of ADHD, along with suggestions for pedagogical mediation strategies and teaching situations, all of which are referential in nature. It thus serves as a support resource for teachers, aiming to contribute to the dynamization of the Geography teaching-learning process for all students, especially those diagnosed with ADHD.

-

The object of this study was the inclusion of students with reading and writing disorders (with or
without a medical report) in geography classes in the initial years (Elementary Education), our
research problem focuses on how the first geographic knowledge should be introduced in
children with reading and writing difficulties? Will it be possible to teach literacy to students who
present these characteristics based on reading the medium? What educational resources are
needed to do so? In this scenario, the general objective was defined: Analyze the contributions
of geographic knowledge to the literacy of children with reading and writing difficulties in the
context of educational inclusion in the first phase of Elementary School. The specific ones:
Review the literature on the teaching and learning processes of students with reading disorders,
relating it to the contributions of geographic knowledge to expanding language and reading the
world. Identify the difficulties faced by teachers in the first phase of elementary school regarding
students with reading and writing disorders. Systematize suggestions for activities for teaching
geography, considering the difficulties in the teaching-learning process for students with reading
and writing disorders in the first phase of Elementary School, based on the literature review and
the teachers' views; It is justified by the interdisciplinarity of the Geography subject in the initial
grades, which is taught by multi-purpose teachers who do not master the specific contents of
the Geography subject and are designed to teach it to children who are in the process of
developing reading and writing. The theoretical framework and didactic approach covers the
relationship between geography and inclusive education; education and reading and writing
disorders. The materials and methods portray the context and subjects of the research, the
technical procedures carried out, the application of questionnaires followed by data analysis and
subsequent construction of the educational product: Guidance Manual. The results confirmed
the problem presented and indicate how difficult it is for teachers to develop work with the
territory category, which is listed in the construction of the Guidance Manual resulting from this
research, which aims to assist teaching work in the geography discipline by pointing out
methodological interventions within didactic sequences, hoping contribute significantly to
inclusion.

This study investigated the challenges faced in teaching Geography in the Youth and Adult Education (EJA) program, with a specific focus on the final years of elementary school. It presents a brief reflective account of the EJA in our country, highlighting the structural and political conditions for its functioning, as well as the obstacles posed over the years due to the lack of effective public policies that ensure its operation and positively impact, addressing issues that hinder student participation and learning. The central question guiding this investigation is how the implementation of a didactic sequence integrated with a logbook influences the engagement and learning of students in the final years of elementary school in the EJA modality. To this end, it was necessary to construct a general objective, aimed at developing a didactic sequence applied to Geography EJA classes, complemented by specific objectives, such as assessing the historical impacts and public policies related to EJA, creating educational resources for classroom use, and applying the didactic sequence, including in-school lessons and fieldwork. The proposal is justified as a response to the structural and provisional problems affecting Geography teaching in this modality by proposing a comprehensive reflective action, building alternative paths to the existing reality. In the development of the research, we applied bibliographic, exploratory, and field research. Regarding the methodology for applying the sequence, we based it on dialogic construction on the topic, the production of didactic resources, writing, and fieldwork, guided by the completion of the logbook. The idea points to the possibility of geographic education as a learning approach, considering that it was designed to prepare students, according to the aforementioned strategies, for a geographic formative itinerary, with an emphasis on fieldwork in the central urban area of Currais Novos. Throughout the formative process, each participating student completed their logbook, which was provided and guided for use. The need for more comprehensive teacher training that is sensitive to the demands of the EJA, as well as the importance of flexible and creative strategies to address educational challenges, the use of active methodologies, and the weaknesses related to student attendance and retention are some of the conclusions highlighted in this report. In summary, the research aimed to overcome the obstacles faced in teaching Geography in the EJA by promoting a deeper understanding of the concept of urban landscape and its interactions with students' lives, with the goal of making education more accessible, meaningful, and transformative, suggesting a viable and flexible learning alternative that can be improved and applied in various EJA teaching experiences across the country.

The imagination performs an important role on the day of the people and it has been used in different situations that goes from explaining directions until creating narratives. Within this context, games are widely explored as a form of entertainment among friends, family, or on digital platforms. Given this relevance, establishing a connection between imagination, games, and education through methodological teaching-learning approaches becomes essential in contemporary schools. Geography naturally relates to these elements; however, many educators still adhere to traditional teaching methods focused on the mere transmission of knowledge, without considering the introduction of creative languages that also promote learning. This work proposes the development of the game "Geo Stories" as an innovative approach for teaching and learning geographic concepts and content, using thematic puzzles. Moreover, it aimed to explore the importance of games with educational purposes in Geography teaching and investigate how the Theory of Meaningful Learning, the Theory of Multiple Intelligences, and Active and Cooperative Methodologies relate to the use of games as a pedagogical tool. The adopted methodology included a literature review on the relationship between games and Geography teaching, highlighting the relevance of the mentioned learning theories and methodologies. The content on Globalization was chosen as the central theme of the lectures and, consequently, of the game. With the lesson plan developed, the game was applied in the classroom and subsequently evaluated at all its stages. Despite the challenges faced, the game proved effective in achieving its objectives, consolidating the learning on Globalization in an interactive and active manner, promoting interaction between students, the teacher, and the content.

This study investigates the relationship between urban mobility and access to school, using the teaching of
Geography as a tool to develop a critical understanding of socio-spatial dynamics. The research will be
carried out at the Prefeito Antonio Conserva Feitosa High School, in Juazeiro do Norte/CE, and is based on
the verification of the daily challenges faced by students in terms of urban mobility. The main objective is to
develop and implement a didactic sequence for Geography classes, focused on exploring the relationship
between urban mobility and access to school. This proposal aims to promote the critical and analytical
development of students' geographical thinking, integrating theory and practice to enrich the understanding
of spatial and social concepts in their daily lives. It is hoped that this didactic sequence will offer the
Geography teacher an innovative pedagogical tool, going beyond the simple content transmission,
encouraging the debate on inequalities in access to the city and education. In addition, it seeks to promote
the exercise of citizenship in a conscious and transformative way, discussing public policies that meet the
mobility needs of young people, strengthening the right to the city and education.

The central theme of this research is the use of video as language and power for teaching and learning the concept of landscape in Geography. It reflects on the insertion and impacts of techniques and technologies of production, reproduction and circulation of images in society, especially in school - evidenced by the speed with which information circulates - which makes it difficult for young students to consolidate and give meaning to their experiences and knowledge. It exposes within this context, a theoretical study of landscape in the context of academic and school Geography, as well as its approach from the videographic language (images and sounds), directing its potential in processes of knowledge construction through experiences with production (capture, editing, circulation), considering the development of skills and competencies in the field of learning. Finally, it makes a brief reflection on the partnership link between teachers and students in the construction of knowledge through the use of this language in the school environment and in non-formal learning spaces.

Among the teaching resources to facilitate the teaching and learning process of basic education, the textbook stands out, which, through the National Textbook Program (NTP), are made available by the Ministry of Education (MEC). Despite being the main didactic resource used by teachers and students of the public education network in Brazil, these books are produced on a national scale, so they cannot cover all the contents in a dense and adequate way to regional realities, especially when it comes to the Sertão northeastern. In this way, the present research aims to produce a paradidactic material about the Novo Rural in the Immediate Region of Patos - PB, aimed at the 7th year of Elementary School. The methodological course initially took place with the bibliographic survey of classic and also current works on the teaching of Geography, paradidactic books and the Novo Rural. Then, there was an analysis of the content present in textbooks and later the analysis of the questionnaire applied to Geography teachers in the municipal public network of the Immediate Region of Patos - PB. As the main result of the research, a textual material entitled O Novo Rural na Região Imediata de Patos - PB was produced. This material can be used as a complement to the 7th grade textbook adopted in public schools, as it will also be available in the virtual version for consultation by the general population. It is expected that this production will contribute to teaching from the perspective of Geographic Education and School Geography, that is, content that has meaning for the student, as it deals with the local reality where their experiences occur, and for the improvement of pedagogical practices.

Recognizing the importance of weaving relationships between the content taught in Geography and the spaces in which students live, this work demonstrates the step-by-step and theoretical basis for the elaboration of a mind map e-book focused on the Geography of Rio Grande do Norte (RN). The author decided to present the main aspects of Physical Geography for two reasons: the first is related to the fact that traditional textbooks describe global and national aspects, but not the local ones; the second was to consider that even through changes in the Geographic Space, the physical bases of the territory remain. The mind maps technique was chosen because they present themselves as a stimulating strategy that can encourage students to develop different kind of knowledge dynamically. The purpose of preparing this e-book is to contribute to the study of geography teaching methods so that we can offer this material as a possibility  of  teaching  geography in RN. The 38-page e-book, entitled " Aspectos físicos do Rio Grande Norte em Mapas Mentais", deals with issues  of  climate, vegetation, relief, geological formation, hydrography and soils of RN.

The problem that guides the present study came from reflections on the teaching of Geography, in the context of the Caatinga biome, since it cannot identify in the material available for elementary school teachers, a selection and organization of significant and socially relevant content for the students. students living in the biome. The guiding question of the research is: what to do so that elementary school students are interested in a theme that is present and concrete to our senses? The general objective is to produce a booklet with images and information about the landscape of the Caatinga Biome, weaving a bridge between the information that we have about the “spot”, considered a Fractal, and what the theoretical concepts say about the general context of the biome, so that the knowledge produced makes it possible to expand knowledge that contributes to the understanding and sustainable preservation of the Caatinga Biome. As for the specific objectives, there are: 1) Identify the diversity of species that inhabit this small patch of the Caatinga Biome; 2) Investigate which elements of the place attract so many species; 3) Register, through photographs, the landscape and the species of fauna and flora found in the spatial clipping locus of the research; 4) Collect photographs to describe the landscape; 5) Contribute to the increase of research sources on the subject addressed so that students can enrich their knowledge about the Caatinga. The theoretical-methodological paths are: bibliographical research that will have as conceptual references, with terms such as sertão, place, landscape, flora and fauna, from the discussions of Tricart (1982), Dardel, (1990), Relph, (1979)Santos and Chiapeti (2011) and the exploratory visit to the research locus to capture photographs, which will compose the imagery research, which associated with the bibliographic and documentary, will support the research object and for the production of the didactic material that is the booklet about the local fauna and flora species. Currently, all photographic collections were carried out, forming the research image bank.

A study and understanding of landscapes, as well as their transformations, are of great relevance for teaching Geography in basic education. Given the educational configurations required by the new National Common Curricular Base (BNCC), it is necessary for teachers to have materials on hand to adapt the contents of the textbook to the reality in which the students are immersed. It is understood that teaching and learning in Geography are achieved through the methodologies proposed by the teachers. These are crucial in observing and investigating different situations and various socio-spatial phenomena. Therefore, this report presents the procedures adopted for the creation of a manual for teachers, focusing on suggesting methodological proposals for Geography classes for the final years of elementary education, with an emphasis on the 6th grade, in schools located in Juazeiro do Norte (CE). The Manual is capable of promoting interactivity and consequently learning through games, videos, and photographs, which constitute very important tools for enhancing the skills required by the subject at this stage. Through the application of the product described in this technical report, it becomes possible to relate the knowledge objects proposed by the BNCC to the reality of the students in the mentioned municipality, thus facilitating the process, leading them to understand and analyze the concept and transformations of the landscape in their place of residence, making learning enjoyable not only for the student but also for the teacher. With the development of this product, an improvement in the understanding of the concept of landscape was noticeable. They were attentive and participated in the classes, arousing curiosity about the history of the city. Through the application of the proposed didactic sequences, it was possible to observe interaction among them, contributing to their becoming protagonists in the teaching and learning process, mitigating the loss of pedagogical time, facilitating the ability to learn, develop world reading, especially social, promote ethics and critical thinking, as well as sociability, since they worked in groups.

Geography has carried out studies that reflect social transformations and ways of space organization. The concepts, methods, and theories, typical of this science, constitute the basis of the knowledge that integrates the Teaching of Geography and the knowledge discussed in the school contents, which are specific to the discipline. The knowledge generated by this science receives treatment and is organized within a didactic planning structure, giving organicity to classes, contents, and assessment procedures, building the field of School Geography’s application. The learning assessment, one of the elements of this organicity, is connected to the way of teaching, articulated to didactic planning, as one of the steps of the content presentation process and knowledge building. Even though it is a significant step in the teaching process, the approaches and scientific analyses upon the assessment are not exhaustive yet, which aroused interest in the study. Throughout the process of initial training and exercise of the magisterium, there were some concerns and questions, which gave rise to the problem addressed in this study, when entering the Professional Master’s Degree in Geography, for instance: what are the doubts, curiosities, and practices of assessment developed in the Teaching of Geography by teachers in the third and fourth grade of Elementary School? Based on this, we defined as the general objective for this study: to produce textual material with guidelines on the development of learning assessment procedures in School Geography for the third and fourth grade of Elementary School. The methodology is based on a qualitative approach of an applied nature, with an exploratory objective, organized through the following analyses: a) exploratory study, supported by the application of a survey that provided the opportunity to know the doubts and curiosities of teachers in the third and fourth grade of Elementary School in relation to learning assessment; b) documental analysis, to gather information about the aspects of learning assessment, from the exploration of national documents such as the Common National Curriculum Base (2017), National Curriculum Guidelines (2013), and the municipal guidelines, among which are the Amendment to the Operational Guidelines for the functioning of municipal schools in São Bento/2010, the evaluative proposal for remote education and the Strategic Plan for 2021’s classes; c) narrative review, which enabled the selection of works that form the basis of the theoretical reflection that guided us in discussions on the Teaching of Geography, referenced by Cavalcanti (2013), Gomes (2010), Vesentini (2004) Straforini (2004), Callai (2011), Thiesen (2011), Sacristán and Gómez (1998), Hadji (1994), Villas Boas (2008), Haydt (2008); d) and finally, the systematic review, essential to collect information about the learning assessment. Among the findings from this study, we can highlight the identification of a set of curiosities and didactic/pedagogical difficulties of teachers regarding the use of learning assessment in this curricular component, which led to the production of instructional textual material to answer those questions, accompanied by a description of successful teaching strategies and a glossary with the definition of terms and expressions common in the teaching practice. This production is supported by the firm observation that the learning assessment in Geography aims to contribute to the construction of the student’s geographic knowledge and for the development of skills and abilities, always bearing in mind the characteristics of learning and the teaching objectives. As a result of these findings, we propose a textual material that could contribute to the teacher's pedagogical practice and, consequently, to the organization of a favorable assessment process for the student and his/her learning, named: Learning Assessment in School Geography – Class Diary. This material is the result of studies developed in the context of the Professional Master's Degree in Geography – GEOPROF/UFRN, a program that has provided opportunities for the organization of studies and reflections upon the practice of teaching and learning assessment in the context of School Geography.

The proposals for different methodologies for teaching Geography, generally linked to the Arts, usually result in positive responses to the understanding of geographic science. When we explore a subject in school contexts, we need to consider this practice as part of a learning construction process. Therefore, it is essential to dynamize the mechanisms of assimilation of the concepts treated in different themes related to Geography. As a proposal of this dissertation, we intend to produce a cartography that uses Brazilian music as a reference, as a circumstantial tool linked to a game. As a central objective, we intend to describe the pedagogical strategy entitled "Cartography of Brazilian Rhythms: The Regionalization of Brazil from Music", sharpening the hearing in the sense of perceiving themes sung in the verses of the songs, such as: relief, climate, vegetation , hydrography, population, regionalities, multiculturalism, slang, among others. As methodological resources, the research considered a qualitative and bibliographic approach in its initial part, and used action research, together with playful teaching, generating the feeling that learning happens in a recreational way. In this way, we approach experiences of using this proposal in elementary, high school and higher education, as tactics of teaching the content of regionalization of Brazil at different levels of school instruction. For this, we use a theoretical framework allied to the conceptions of a cultural-humanist geography, following the example of the authors VALLEGA (2006); CLAVAL (2007); DOZENA (2016), among others. As a result, the research demonstrates didactic possibilities capable of approaching geographic dimensions under the act of "learning-playing" geographic contents, such as the regionalization of Brazil from regional songs.

The teaching of Geography has configured a thematic field that requires the best applicability of its theoretical knowledge with a practice experienced by students. In this aspect, considering a constructive and meaningful teaching, one of the links refers to the methodological strategies for the production of didactic-pedagogical resources. In order to achieve this, the complete research includes school Geography, whose guiding question was formulated as follows: how to outline a didactic sequence for the teaching of Geography considering the Tourist Complex -Ilha de Santana, in the city of Caicó - RN, as a space for teaching action? The general objective is the production of a didactic methodological proposition containing a sequence of scope of investigation field class, involving the teaching of Geography 4th year of Basic Education, having as empirical reference the Tur-Ilha de Santana Complex (Caicó) / RN). And, as specific objectives, to highlight the teaching of Geography as a school subject in the early years of Elementary School; recognize the place of Geography in the official documents that govern Brazilian education. identify the spatial objects that make up the field class and build the didactic-pedagogical design of the didactic sequence. In this perspective, aspects of Geography were discussed, as a curricular component, in a brief historical survey, and its insertion in official educational documents in the early years of Elementary School. The theoretical approach included the concepts of didactic sequence, field class, geographic concepts. In addition, the final product of the research is presented, corresponding to a textual material in the Didactic Sequence format for carrying out a Geography field class. It is expected that this material will support teaching action and enhance the teaching and learning of Geography from the perspective of the relationship between concepts and empiricism and the application of the necessary phases to think about the field class as a methodological strategy and the elaboration of a sequence didactics as an organization of didactic-pedagogical mediation.

.

Our work presented as objective, the study of the Geodiversity of the Costa Branca Potiguar, through the Geographical Atlas. This product is a requirement of Geoprof (Professional Master's in Geography), in order to have as a result, something that can be made available for use in the classroom, thus contributing to teaching and learning in Geography. The Atlas as a didactic resource, helps in this prism, because the construction, fixation and practice, are means of helping the student to understand concepts, themes, subjects, making him reach knowledge and learning, and can be a valuable method of verifying a good class. Therefore, we also focused on the didactic transposition, so that the language was accessible not only for high school students, but also for other levels of education, seeking to bring scientific academic knowledge closer to school. We seek to rescue the use of maps, trying in a practical and understandable way the information exposed in them, bringing to teachers and students a material, product, with explanatory maps and directed exercises, seeking an understanding about the theme of regional and local Geodiversity. At the end of the first six chapters, there are exercises with questions about the topic addressed, having as a title, remembering the subject, as well as an extra text with questions by title, improving skills and tips from websites with subjects on the topic covered in each chapter. , by title, sites for research, trying to make the student delve into the subject. Finally, in the seventh chapter and in item 7.1, a little of what would be the elements of Geodiversity of each municipality in Costa Branca Potiguar are explained and shown. We start by recalling the origin of the name of each municipality and its territorial formation, dismemberment until its emancipation, then we discuss the Geodiversity of the municipality, highlighting the main place of natural and tourist importance to be known and visited. At the end of item 7.1, we provide a fixation exercise on the Costa Branca Potiguar, with questions related to the municipalities in the region and on local Geodiversity. The Atlas of Geodiversity of Costa Branca Potiguar product can be of great contribution to the teaching of Geography, so that it can help in the dissemination of the concept of Geodiversity that addresses practically all branches of Geography, in addition to seeking to show the importance of natural beauties. of each municipality, trying to show their value, making sustainable use, bringing jobs and income.

This research presents a didactic sequence mediated in a 6th grade class at the José Targino da Silva Municipal School, located in the municipality of Serra do Mel/RN (Rio Grande do Norte State, Brazil), whose objective was to understand how the use of YouTube contributes to the formation of geographic knowledge. Methodologically, a sequence of activities was proposed to enable research with videos. This sequence was situated in the curricular theme accompanied by the textbook that they use, directing the work to the reflection of the students' reality; specifically, the geographic space and the economic activities of the municipality of Serra do Mel (RN). We indicate that YouTube can play a role in enhancing children's learning and empowering their development. For the development of the work, a qualitative approach was used, of an applied nature, with a descriptive objective and using bibliographic, documentary and field procedures.

Geography has as its object of study the geographic space, which according to Santos (1996, p. 26), “should be considered as an inseparable set, in which the participants, on the one hand, a certain arrangement of geographical objects, natural objects and objects , and, on the other hand, the life that fills and animates them, that is, society in motion”. This makes the teaching of Geography essential for the citizenship education of our students, as translated by Callai (2018), Castilho (2015) and Cavalcanti (2012). Geography teachers often make use of the cartographic space and its products for phenomena in the geographic space, promoting the understanding of the lived disk, in addition to being an expression of our National Community Community Base in 2018, to understand the use of cartographic language in classes of Geography. Recognizing the importance of teaching Geography, we must consider the transformation of transformation Martins (2011): "those that happen in society that end up changing scientific thinking affect education as a whole." The social change that directly impacted the educational environment that gave rise to a problem for this research was the achievement of the rights of people with disabilities. In this context, the present professional-level research has the following problem: Having in master's degree that Cartography is a graphic representation, how can it be used in the teaching-learning process in Geography classes, for students with visual impairments ? Seeking to build this problem, a research has as main objective a teaching methodology, having as a product a technical, practical and practical manual capable of helping the production and application of maps. References were structured with bibliographic references for the understanding of people with disabilities and their education references, structuring themselves as reference structures for licensure courses. There are also several tasks for the production of tactile maps, making use of the techniques of Tactile Cartography with the different audiences, to obtain more detailed information for the construction of a book, which gather from the conceptual part on deficiencies and techniques of Geography and Cartography, and the practical part of how to produce tactile materials to help teachers in Rio Grande do Norte.

If we are an integrated totality, the student needs to know his role on this planet, considering that the fauna and flora are not the only environment components. This premise implies the student's awareness of the geographic knowledge construction that goes beyond school walls and permeates life in society. In this sense, the starting point will be the living place, from which the student will be able to reach a sustainable perception of the planet and of his own existence. Considering this reality conception we question: what methodological possibilities, in addition to the usual approaches, can we teach and learn place, region and environmental perception in the 4th year of Elementary School? How to work didactically these categories Geography classes of Seridó Potiguar? What is the ludic importance in the teaching-learning of Geography? How does the ludic contribute to the understanding of the Caatinga biome from where you live? This research, by the way, aimed to develop two products, called Didactic Sequence with a board game: the environment of Seridó Potiguar in Geography Elementary School - Initial Years and the other, Geographical Board Game of Seridó Potiguar. The proposal produced an analog board game aimed at the spatial reading of the Seridó Potiguar, prioritizing the problems of deforestation, environmental pollution, and learning about the caantigueira (Caatinga Biome) fauna and flora. We recover characteristics under construction of School Geography in Elementary Education - Initial Years, foreseen as objects of knowledge of the Base Nacional Comum Curricular (National Common Curricular Base BNCC) and the Documento Curricular do Rio Grande do Norte (Curricular Document of the State of Rio Grande do Norte DCRN), applicable to the Seridó Potiguar region, as projection for product development. These fundamentals were combined with the survey of the knowledge level of the research subject students (enrolled in the state public education network in Caicó/RN), with whom we applied the sequence and the board game. The thematic approaches worked were related to preservation, degradation, landscapes, relief, vegetation cover and places characterization. We noticed that games provide playfulness and student participation in the teaching-learning environment, enhancing the community to learn and socialize this learning. Realizing that all our actions cause reactions and impacts, whether positive or negative, we are facing a new look at the Earth, in front of individuals who will make the difference from their locality, with small actions of the day to day, building a geographic space more environmentally balanced. Knowing and understanding your place of living is also understanding the complexity of the whole (city, state, country, continent and planet Earth).

This work considers the photography while language for the study of the urban landscape, and as mobilizing a didactic sequence to be applied in Geography Teaching. It’s though of photography and of pedagogical experiences that it mobilizes, effecting the approximation of the subject with his daily life, with his places and spaces lived. The objective of this didactic sequence is to propose a pedagogy of the city though photographic narratives that’s be a strategy to teach Geography through walking, narrative and photographing experiences, where we will seek to understand the pedagogical possibilities of studying urban space. About of the foundations and school practices about the city, it is brought as a reference in the literature, Ítalo  Calvino (1972), in psychology James Hilman (1993), in Geography, Cazetta e Oliveira (2013), Callai (2005), Cavalcanti (2002; 2013) Dantas (2011), Dardel (2011) and Fernandez (2008; 2013); in Education, Jorge Larrosa (2017) and in photography, Roland Barthes (1984), delimit the paths that underlie the path of educational practice. Metologically the present work is structured from qualitative research, being bibliographic documentary and exploratory, marking use of empirical observation, collection and production of images, application of questionnaires, fieldwork and application of the education product, in a dialogue permanent with the phenomenological method, in order to create an educational permit from subjects’ pedagogical experience.

The act of naming places is characteristic of human existence. The symbolism of naming places, presents itself as a geographical way of becoming unique in the occupation of a given place. The name of a place does not represent one name or another. Every name preserves a motive, a toponymic motivation. In this context, the toponymic studies linked to the teaching of Geography with regard to the concept of place is an interdisciplinary, innovative and creative pedagogical proposal, not that has not yet been applied. The main objective of this product is to provide a Pedagogical Model for teaching the place from a toponymic analysis - study of the proper names of the places, and the specific objectives are: to discuss the teaching of toponymy from the national guidelines for basic education, highlighting its relevance in the context of School Geography and building a Pedagogical Model for the teaching of toponymy with didactic-pedagogical guidelines for teachers of Basic Education. Methodologically, a bibliographic research was carried out on works that approach the concept of place and its approach in School Geography, productions contribute to toponymic studies and construction of the Pedagogical Model. The field of application took place at the Anjo da Guarda High School, a school located in the neighborhood of the same name in the city ofSão Luís- MA. The Pedagogical Model was applied through a didactic sequence, aiming at teaching the concept of place through an approach of the students' place names of experience - the street where they live. It was found that the application of the Pedagogical Model Proposed for the Teaching of the Place through the Toponyms allows for School Geography a possibility to be followed and adapted for the use of toponymy in the classroom, in addition to enhancing a more critical reflection of the students.

The contemporary Geographic Space is understood as a result/reflex of technical transformations and evolutions of human societies on Earth. Being this space a product of a mutual relationship between materiality and the virtual, from it emerges concepts such as cyberspace, given by the interconnection of computers in the virtual environment, and cyberculture, as a culture of the digital world. With the technical, scientific, and informational revolution and the advent of globalization, we are exposed to a world of "accelerated changes", whether, in the economic, political, social, and above all educational spheres, such changes began to intensify with a pandemic context in the emergence of SARS-CoV-2 (COVID-19), whose “reprogramming” of life started to be carried out and mediated by the use of technological devices. In this understanding, the school, the classroom, the people who occupy it, and educational practices were moved to a hybrid reality, merging teaching perspectives with digital technologies. Therefore, this research aims to use the podcast as a methodology in teaching Geography, as a dialog builder and diffuser of narratives about the contemporary Geographical Space, cyberspace, and cyberculture. For this purpose, this dissertation proposes the elaboration of a theoretical framework on the concepts covered and their relationship with the Teaching of Geography and the technological student, the production of a didactic sequence using podcast media, and as a final product the application of this sequence and a reflection on their practical experimentation, from the correlation between pedagogical practice and object of study in Geography.

This research aimed to propose a methodological strategy based on the experiences developed in the Supervised Curricular Internship component in Geography I in the Geography Degree Course (UFRN / CERES), centered on the concept of the school's Geographical Environment as a way of combining initial teaching practices and training. Considering the structuring of the Supervised Internship in the Geography degree courses in Brazil, and specifically the methodology used by the professor of the Supervised Curricular Internship in Geography I discipline, of the Geography Degree course (UFRN / CERES) and the observations of the teachers of Geography in training (Interns) we tried to find out how the teachers in training understood the school institution and the Geographical Environment, the subjects and the neighborhood relations in the spatial substratum during their first experiences in Supervised Curricular Internship I. In relation to the methodological procedures, bibliographical survey, document analysis, observation of the theoretical classes of the curricular component in question, observation of the field class and follow-up in the field work on the Geographic Environment in order to apply the proposed methodology with the teachers in training during the execution of the curricular component mentioned . With the research, we realized that the possibilities of teachers in training, considering the previous training, and the walk made until then in the Geography Course, allowed them to exercise spatial analysis. An exercise, because even though they are not critical analyzes, adequately based on theory and a collection of experiences, our methodology allowed the construction of a strangeness and a first look, that of the school in its socio-spatial context, in our view essential for practice teacher. The geographic formative level in which they are found almost always limits spatial analysis to location, and, methodologically, to description. However, we consider it necessary to reflect on the importance of knowledge of educational action for the organization of effective teaching practices within the scope of geography. In this regard, the Supervised Curricular Internship component is one of the starting points for the process of professional construction of education, aligning the knowledge of specific contents, in the case of Geography and the experiences proposed during that moment, which substantially causes maturity pedagogical and intellectual in the initial formation of the Geography teacher.

Authors within the scope of School Geography that focus on the study of the man-nature relationship have sought to understand the psychological factors of human development and learning that influence or interfere in the construction of geographic knowledge. These have been mobilized in an attempt to define teaching approaches that consider the subjective and, therefore, singular dimensions that men in society establish with nature, aiming to think about innovative teaching practices that allow students with special educational needs to present the various aspects of education. a geographical phenomenon. As a result, we propose to contribute to studies in the area by developing an educational product that supports teachers of autistic students in teaching activities in School Geography, since findings resulting from pedagogical experience reveal that these Elementary School students have difficulties in assimilating concepts- key to Geography. Based on this background, we have defined the following research problem as an answer: Does Applied Behavior Analysis constitute an effective strategy for teaching School Geography to students with autism who are attending elementary school - Early Years? In order to contribute to the geographic education of autistic students, in this work we aim to: prepare an instructional manual containing theoretical and methodological guidelines on teaching Geography to autistic students in the early years of elementary school. The investigation makes use of research procedures specific to documentary and bibliographic research. The documentary research sought to analyze the official documents of education that deal with the national and regional guidelines for the teaching of School Geography in the early years of Elementary School. The official documents used were: the National Common Curricular Base (BRASIL, 2017) and the Curricular Document of the State of Rio Grande do Norte - Elementary School (RN, 2018). The bibliographic research aimed to survey the state of the art that deals with the teaching of School Geography, the behavioral characteristics of Autistic Spectrum Disorder, the theoretical and methodological aspects of Applied Behavior Analysis and the technical and pedagogical guidelines for the preparation of didactic material, taking as a reference: Pontuschka, Paganelli and Cacete (2009), Castellar, Cavalcanti and Callai (2012), Lear (2004), Khoury et al. (2014), Gaiato and Teixeira (2018), Preti (2010), Bento (2013) and Santos (2019). The results of the research allowed us to answer the study question in the affirmative, by demonstrating that the Applied Behavior Analysis is the only teaching approach with scientific evidence that offers contributions to the school development of the student with Autism Spectrum Disorder, being able to offer support Theoretical to prepare the material Help us to Understand the Geographic Space - pedagogical manual with guidance to the teacher of an autistic student. The research that is now presented, supported by the investigation and elaboration of educational products as the final work product for the conclusion of a professional master's course, places GEOPROF as a graduate program that proposes to the basic education teacher to think about the teaching of geography anchored in inclusive practices that aim to include students who historically suffer from segregation in school settings.

Learning assessment has been the subject of several discussions in the educational context, as it takes on an important role, given its inseparable character, within the teaching-learning process. Given its political and pedagogical characteristics, we will reflect on the evaluation in the learning process in Geography, focusing on the question of the use of criteria. Taking this into account, this study defines the following research problem: from what parameters do high school teachers define the criteria for assessing learning in geography? Thus, we list the general objective: to develop an guideline manual for the elaboration of learning assesment criteria in Geography for use by high school teachers. For the investigative process, we adopted procedures within the scope of qualitative research, structured in three approaches: bibliographic research, with studies supported by scientific literature to understand the formative concept of evaluation, its functions and procedures based on Sacristán (1998), Perrenoud (1999), Luckesi (2011) and Hoffmann (2018), as well as what concerns Geography teaching referenced in Filizola (2009), Cavalcanti (2013) and Silva (2017). The documentary analysis based on the analysis of the curricular documents particularly with regard to the indication of contents, of skills and abilities proposed for Geography in High School, namely BNCC (2018) and the Coleção Escola Aprendente (School Learner Collection), CE (2008), lastly, the descriptive-exploratory research to carry out the data survey with the application of a questionnaire with the teachers of the schools in the research field. The research field, refers to the city of Aracati – CE, having as collaborators, educators who teach the Geography curriculum component in public high schools in the city. As a result, it was found that the teachers that participated in the interview perform the summative evaluation. In relation to the use of the criteria, there is a weakness regarding the definition and connection with the teaching objectives, a factor that makes the assessment of the learning process in Geography, reductionist, focusing only on the development of knowledge skills. Given this context, the realization of this investigation and its findings enabled reflections on the learning evaluation in the process of teaching Geography in High School, subsidizing the development of the final product, the Guidelines Manual.

Geopolitics is matrix in the evolution of science and structuring for the formation of spatial reasoning on a global, global and local scale. This vision makes, to a certain extent, a geography like the one that teaches about the division of the Earth into continents, countries, states, cities. The task of developing competences and skills that leads to the learning of these divisions, requiring how different social, economic, political and cultural interests plot as permanences and changes that move in the geopolitical scenario. This time, the Geography teacher is led to develop planned to achieve the purpose. Comic books are presented as an innovative field of study, considering that explorations of geopolitical themes are recurrent in these magazines. The work investigates how the narratives of Comic Books can be problematized to teach Geopolitical themes prescribed for a school geography. Furthermore, as the language in comics can be a strategy to use Geography, considering the scales of experience of students, of the final grades of elementary school II, in São Bento do Trairi / RN. The questions refer us to the analysis of Comics (Comics) as a language that combines teaching and strategy, with an emphasis on Geopolitics and school reality in the city of São Bento do Trairi / RN and the proposition of a HQ to be used in the classroom of class. The methodology is based on bibliographic research, the result of which theoretically and methodologically supports the work by authors such as Serres (2013); Raffestin (1993), Andrade (1995), Souza (1995), Haesbaert (2004), Santos (1999), Vesentini (2010), Fonseca (2017), Claval (1979), Castro (2005), Mello (1999); Costa (1992); Vergueiro (2004), Campos (2013), Silva (2012), Rezende (2009), Cirne (2000), Eisner (1995), Rama and Vergueiro (2006), Pires (2005), Filho (2017); Souza (2019) and in exploratory research with survey and analysis of documents such as the Municipal Education Plan (PME), the National Curriculum Parameters (PCN's), the National Common Curricular Base (BNCC), the Pedagogical Political Projects and Internal Regulations of schools, the complete plans of the teachers of this discipline, in addition to old comic books, textbooks of the discipline of Geography. A survey of information was carried out in the schools object of the research on the teaching and learning process in Geography, in addition to observations of classes in the 8th and 9th grades of Elementary School II. With photographic records and notes in a field diary, they expanded the supports used in the research. We diagnose the shortcomings regarding didactic resources, teaching strategies and languages used in the classroom to work with the contents of Geopolitics. Considering this gap, we proposed and developed the HQ MARGEO to provide teachers with an auxiliary material for teaching spatial reasoning through a specific language.

NÃO SE APLICA.

The teaching of Geography, accompanying the Education trajectory, absorbs demands proposed by the education system and society, directly or indirectly, making it necessary to think about and discuss the inclusion, systematization and operationalization of themes that are important, whose insertion in the curriculum effective as required by current legislation. In this tessitura, the indigenous theme is highlighted, although it is already contemplated in the curriculum of the Geography discipline, it demands a greater attention, especially in the area of Human Sciences and Languages. In this work, we sought to investigate how the indigenous theme is inserted in the teaching of the discipline Geography in High School. From this perspective, the research carried out was aimed at analyzing the context in which the subject matter was inserted as a topic of content of the discipline Geography; to highlight the main normative milestones of the Brazilian Education - LDB, PCNs, BNCC, as well as the new Curriculum Document of the High School of Rio Grande do Norte and the edicts of PNLD before and after the promulgation of Law 11.645 / 2008; to examine the collections of Geography approved in the 201LD PNLD, verifying the contents of the books in light of the evaluation criteria of the mentioned bid, and elaborating propositions of didactic sequences, contemplating the indigenous theme, geography teaching in the High School, being this didactic material the product resulting from this effort of technical and intellectual production. Therefore, the results of this research itinerary are set out in the Technical-Scientific Report and in the accompanying text-based textbook, which systematizes a vision of the indigenous theme in addition to the textbook, suggesting didactic sequences that can be adapted by the teacher in the course of his praxis. Geography aims at understanding the transformations of geographic space as a product of socioeconomic and cultural relations of power. Therefore, it stands out as a discipline that has ample potential for teaching indigenous subjects, discussing aspects of different natures, from sub-themes that deal with ethnicity, distribution in the territory, land demarcation, relation with the environment, way of life, well such as the conflictive processes involved in the struggle for land and the claim of their rights.

Findings resulting from professional experience reveal that students of Elementary School have difficulties in assimilating key concepts of Geography, and specifically the one related to the landscape. Based on this antecedent, we defined as a research problem to answer: Is the graphic representation through drawing an effective strategy for the teaching of the landscape concept for 6th grade students? As a general objective we define: Present the proposal of an instructional manual of drawing, accompanied by a notebook for the teacher, both containing theoretical and methodological guidelines on the concept of landscape for use in the 6th year of elementary education, which includes aspects of teaching and school learning of this geographical category. The research has contributions in three procedures: the bibliographical research, the documentary analysis and the exploratory research. The bibliographical research tries to give an account of the state of the art about the studies on geographic categories and of analysis, landscape and drawing, taking as reference Santos (1997), Callai (2010), Miranda (2005), Pillar (2012), Almeida (2014) and Pontuschka; Paganelli; Cacete (2009). The documentary analysis, embarked on the Pedagogical Political Project of the research field school and documents of the archive of the Raimundo Pelópidas de Araújo Municipal School, located in the city of Russas-CE, which allowed the organization of information that led to the characterization of the educational institution, and the definition of the profile. of the students participating in this study. Exploratory research, based on the knowledge domain diagnostic strategy, Mapa Falado, made it possible to validate design as a strategy for landscape teaching. The data collected, systematized and analyzed through content analysis by Bardin (1977), presented the student's daily landscape, expressed through graphic language, making it possible to verify the potentiality of drawing as a resource for teaching. The results allowed us to answer the proposed research question in the affirmative, by demonstrating the effectiveness of the design strategy as an effective didactic-pedagogical procedure, which led us to the elaboration of the Drawing Manual for Landscape Teaching, accompanied by the Pedagogical Notebook with Orientations. to the teacher. This study, anchored in the research and development of educational products built as the final product of the professional master's degree completion work, highlights GEOPROF as a postgraduate program that enables the teacher in elementary school to diversify his / her practice through contact with new teaching methodologies.

The teaching of Geography constantly seeks to promote the production of knowledge and the debate about various knowledge, including religion. However, knowing religion is not prominently addressed in Geography classes, as an important factor for understanding the production of geographic space. Thus, we aim to apprehend the approach of knowing religion in the school teaching of Geography, proposing methodological strategies to work the relationship between space and religion. All our discussion is based on the paths of interdisciplinarity, considering knowledge of other disciplines, such as history and sociology. Thus, we reflect theoretically on the knowledge religion in Geography, paying attention to the approach of this knowledge in textbooks used by teachers of high school Geography of public schools in the city of Caicó (RN). In addition, we analyze the approach of this knowledge developed by the Geography teachers, through interviews with these professionals, with the application of a semi-structured questionnaire in order to better understand the teaching practice and to know the reality in which it is developed. Finally, we propose methodological strategies to work religion knowledge in the school teaching of Geography. Therefore, with this research we seek to collaborate with the continuity of studies on the Geography of religion, bringing to light reflections, analyzes and methodological strategies aiming at a better understanding of this knowledge in school geography.

Geographical knowledge arises in the beginnings of mankind being based on observation and experience. This form of knowledge predates the so-called scientific geography that only became a systematized knowledge in the nineteenth century with the works of de Humboldt and Ritter. In Brazil, geography was already an integral part of basic education curricula before its institutionalization as a science. Its consolidation as a discipline took place in Colégio Pedro II, Rio de Janeiro, in 1837 and came to become scientific with the creation of the first Department of Geography at the Faculty of Philosophy, Sciences and Letters of the University of São Paulo in 1934. One of the first forms of institutionalization of geographic knowledge in Brazil is the didactic book that presents itself as the material most used by teachers and students in primary schools in Brazil, especially in public schools. It can be noticed that the Geography textbooks used in Brazil deal with generalized contents that, in most cases, do not address the specific contents of some regions. In this sense, the regional books appear with the intention of serving as auxiliary to the textbooks made available by the Ministry of Education in public schools. In view of the bibliography analyzed, one can see the importance of working in regional geography with local examples in the classroom. It was found that in Rio Grande do Norte there are few copies of regional didactic material of Geography and when it comes to Seridó Potiguar, there is no didactic material that reproduces all the peculiar characteristics of the region in a textbook of Geography. Based on this assertion, the present work aims to elaborate a textual material about the Geography of Seridó Potiguar geared towards students of elementary school. From the methodological point of view, this research is working with an inductive method using the abduction, working with local themes so that the student can understand the general knowledge, is structured in the following phases: empirical observations of the phenomena, bibliographical research, field work and material. Based on the data of this research, the textbook entitled "Geography of Seridó Potiguar", which presents the physical-natural and social aspects of the region seeking to reproduce local contents aimed at primary education, is being prepared.

In school geography scope, Wind Power theme stands out due to its attribution as a power source as well as its relevance for the social life and human activities, while it is strongly related to the geographic space. According to space perspective, this subject-matter is related to many reality aspects, along with economics, politics, environment, society, culture, etc. The present work locates this topic according to space perspective while describes its spatiality, its socio-environmental implications and its relations with reality dimensions, in order to understand it as inherent to recognition of geographic space. On this, the aim of the present research was to analyze the theme of Wind Power and its development in the teaching of geography. The understanding of how this topic presents itself in the teaching of geography; the affinity between the teacher and this matter, as well as the relation between the theme and methodology and teaching resources constitute the contribution that this research can bring to the understanding of the relationships that involve these many elements of the teaching process. The applied methodology consisted of a bibliographic survey followed by analysis of the Wind Power theme found in textbooks, as well as application of questionnaire directed to geography teachers. Despite the importance of wind energy as an expanding economic activity, studies on this subject in school geography still have gaps regarding the non-verification of the spatiality and its social and environmental impacts, which are crucial to understanding the subject within the geographical perspective. The content on Wind Power in textbooks is also insufficient and needs complementation, remarkably with regard to contents that focuses on this theme from a geographical perspective, mostly teaching resources alternative to traditional ones, such as extra-textbooks, maps and games, in addition to new methodologies.

This work has as its theme the conceptual content of the region. From the reflections on the contents of school geography, methodology, didactic resource, the following research problem arises: how does the teaching of the conceptual content of the region in the 7th year of Elementary School II, considering the didactic-pedagogical approach carried out by the Geography teacher? The objective is to analyze the teaching of the concept of the region considering the didactic-pedagogical approach by the Geography teacher and propose the use of the Geozine language as a methodological tool. The research will take place in the public schools of Juazeiro do Norte-CE. This is an ethnographic research in education based on André (1995) with participant observation, interview and documentary analysis. The ideas of Guatarri and Deleuze (2001) and Lefebvre (1991) on concept are presented; Corrêa (1990), Frémont (1980), Gomes (1995) and Souza (2013), in relation to the concept of region in Geography; Luckesi and Passos (1991) on the concept and its interface in school; Filizola (2009), Cano and Pereira (2012), discussing the concept of region in school geography; Apple (2000), on the curriculum; and Ponthuschka, Paganelli and Cacete (2007), related to the use of languages. The initial results point out that the methodologies of the teachers are concentrated from the didactic book of Geography without the use of didactic languages which generates the nonprojective interaction of the students. Geozine's language for combining diverse languages is presented as a way to teach the conceptual content of the region.

The present work aims at the production of a didactic material of assistance to the teachers of Geography. It is a board game, entitled "Desvending the RN" that aims to be a didactic resource to aid the teaching and learning processes of the sixth-grade students of Basic Education.

The objective of this work is the elaboration of a paradidatic book that discourse about the Urban Geography of Timbaúba dos Batistas. Assuming that Geographic Education is based on knowing the local reality and being able to compare with other realities of different scales, we seek with this production to assign meaning to the knowledge of the place of origin of the students. The textbooks adopted in schools do not contextualize this reality, due to its scale of national coverage. The research developed  aimed  the production of a paradidatic book, directed to the 6th year of elementary school, which consists in a contribution to teaching about conceptual approaches on place and landscape. The book is organized in five chapters that include the socio-spatial formation, the urban configuration and the main cultural manifestations, the artistic figure of Elino Julião and a methodological proposal with suggestions and activities to be developed with the students. The writing process of this book consists of an effort to contribute to teaching in the perspective of Geographic Education and School Geography, that is, content that assumes importance and meaning for the student by dealing with the reality where their experiences occur, and also for the improvement of pedagogical practices.

Este trabalho versa sobre o Programa Nacional do Livro Didático (PNLD) e o mercado do livro didático no Brasil, trazendo reflexões sobre a importância do PNLD e sua inserção na Política Nacional de Educação, suas bases pretéritas, o mercado editorial e os sujeitos envolvidos no processo de escolha do livro didático. Além desse aspecto, buscou-se evidenciar a influência do PNLD no ensino de Geografia na rede pública do município de Parnamirim (RN). Nessa perspectiva surge a seguinte questão: como o processo de escolha do livro didático é influenciado pelo mercado editorial e como ele afeta o ensino da rede básica de Parnamirim (RN)? O objetivo geral consiste em analisar o processo de escolha do livro didático na rede básica de Parnamirim (RN) e investigar a influência desse recurso sobre o ensino de Geografia no município.  O desenvolvimento do projeto esteve apoiado na pesquisa documental e bibliográfica, além da pesquisa empírica, com levantamento de informações nas escolas e aplicação de entrevistas com os docentes e discentes. Sobre o livro didático e o processo de escolha do mesmonos aportamos nas ideias de Maciel (2016), Lajoro (1996), Schäffer (2003), Bittencourt (1993), Choppin (2004), Vasconcelos e Souto (2003), Sposito (2006), Wille e Braga (2010), Val (2004),Razzini (2010), Santos (2006), Santos (2016), Romanatto (2009), Silva (1992). Para a compreensão do mercado do livro didático usamos como referência Cassiano (2004, 2005 e 2007), Warde (2011), Silva (2012), Munakata (2012 e 2016), Mello (2012), Marx (1971 e 1968). Sobre o ensino utilizamos autores como Ponthuschka, Paganelli e Cacete (2007), Libâneo (1991,1994 e 2012), Nuñez, Ramalho, Silva e Campos, (2009). Para falar sobre ensino e LD, usamos Cavalcanti (2010),Pires (2009), Pina (2009). Os resultados da pesquisa apontam alguns problemas no que se refere ao processo de escolha do livro didático na rede básica pública de Parnamirim (RN), já que constatamos que o mesmo sofre forte influência do mercado editorial, uma vez que, a prática de escolha é mediada pelos representantes das grandes editoras, condições que afetam diretamente, o processo de ensino e aprendizagem, uma vez que, as práticas de planejamentos dos professores, limitam-se em gerais, ao uso dos capítulos do LD adotado, tornando o ensino ainda mais enciclopédico, conteudista. Ademias, ficou constato por parte dos alunos algumas falhas conceituais, linguísticas nos LDs, que também afetam o ensino, por dificultarem o entendimento, assim, cabendo reflexões sobre todos esses pontos.

The cartographic knowledge has a close relation with the teaching and learning process of Geography, as specific content or still as methodological resources. In this research, and considering the importance of Cartography for Geography, we focus this work on the examination of cartographic knowledge present in basic education, especially in the Geography discipline, taught in classes of elementary school, final years. Theoretically, questions related to Geocartography and to the initial teacher training in full degree courses in Geography were discuss. We considered aspects of this formation and its reflexes in the teaching practice on the schools, basing the research problem on the difficulties of training and pedagogical performance to the cartographic teaching and by extension problematizing the teaching of Geography from these difficulties. We combine the theoretical contributions with field investigations, considering our empirical cut (elementary school, final years, offered in the city of Pombal – PB, Brazil), listening and analyzing the experience of teachers involved in this teaching process. Therefore, the purpose of this work was to investigate the cartographic knowledge related to the teaching of School Geography. In this sense, we developed an analysis of the cartographic formation of the Geography teacher, observing how his teaching practice is in relation to School Cartography, identifying possible difficulties or potentialities in the work with this theme. Finally, we proposed to develop a theoretical-methodological approach based on the elaboration of didactic sequences, aiming to offer a guiding element applied in the classroom by teachers who teach the discipline of Geography in the final years of elementary school, focusing approach to cartographic knowledge.

This paperwork intends to present the drafting and creation of the supplementary book O Castigo Veio a Cavalo, an educational material that allows Geography teachers to work on matters such as place and scenery throughout a local point of view. Therefore, the main assumption is that both reading and writing are fundamental to the teaching-learning process. It is also imperative that we take in consideration the student’s life experiences. It is worth highlighting that supplementary books are rarely used tools by Geography lecturers. Although they are aware of such existence and its capabilities in the scholar context, they are yet not certain of how to insert them inside classroom walls. Hence, because of the difficulties shown by both lecturers and students of the 6^th grade Elementary School, this book. In this work, the main character Beli tells her adventure along with her friends, Léo and Tajuba, across the Seridó Potiguar region. In their journey, the readers are going to learn about the socio-economic and cultural aspects of the area. This will make easier for the teachers to work on Geography’s most important subjects and concepts with their 6^th grade students. In the elaboration, it was also took in consideration what students consider the most appealing aspects of a book. The storyline presents a methodological proposal for teaching, but it’s necessary to highlight that such a proposal is not mandatory.  The best strategy in apprenticeship is the one who leads the students towards learning, and the teacher, who knows his students better, is the one who should choose it. Finally, we hope that this book plays a role on the teaching-learning process and stimulate the lectures to use it as a didactic tool.

This study was engaged in the production of the paradidactic book entitled "Large reservoirs of Seridó Potiguar". The general objective was to elaborate a textual material (paradidactic book), aimed at the students of geography of Elementary School II and High School, about the large artificial reservoirs of Seridó Potiguar and the municipality of Jucurutu, addressing its importance within the scope of Geography. The specific objectives were: to prepare a historical synthesis of the construction of the largest reservoirs of Seridó Potiguar; to describe the main socio-environmental characteristics of Seridó Potiguar, relating them to the construction of artificial reservoirs in this region, and to characterize the largest artificial reservoirs and their uses. The book is structured with an introduction and five chapters, one for each reservoir studied. The introduction discusses the geographical characteristics of Seridó Potiguar; the first chapter is about the Itans weir; the second chapter about the Gargalheiras; the third on the Santo Antônio (Sabugi); the fourth about the Dam Boqueirão from Parelhas and the fifth about the Oiticica Dam, which is under construction. In the writing of these chapters, a language more accessible to the target public (students of Elementary School II and High School) was sought, technical and academic languages of books, reports, dissertations and other texts were transformed into a didactic language and adapted to the school level to that this material is destined. The current reality of the Brazilian semi-arid region, specifically of the Seridó norte-rio-grandense, In the context of crisis in the water supply due to the drought that ravages this space in the years 2012 to 2017,e vidences the importance that the theme Water Resources (Large Reservoirs) takes on in the students' experiences, directly affecting their daily lives. Thus, the book brings the students closer to this geographic content lived day by day, as well as contributes to geographic science and to the development of geography teaching in the state of Rio Grande do Norte.

The present study aims to analyze the contribution that geography teaching has on promoting environmental education. To this end, we investigate the knowledge and practices of geography teachers of the final years of Elementary School, in Caíco, Rio Grande do Norte. We are motivated by the conviction that geography teaching needs to keep abreast with the theoretical and methodological advances in Brazilian education, faced with the challenge of building knowledge that favors the students’ education, so that significant improvements in the teaching/learning process are fomented. The necessary areas of knowledge were identified, based on this perspective of revealing new ways for achieving a more critical and reflexive approach to geography teaching, aiming to promote environmental education. Of these, we highlight the following: the quotidian context; an interdisciplinary approach; and local/global participation and relations.  In the context of the study carried out, we propose that the new model for the organization of the curriculum should include a dimension that incorporates provocative themes for teaching geography, to discuss, in depth, ethics and solidarity, performing more sensitive and creative acts in our relation to the environment. The methodological approach to this research is characterized as qualitative in nature, carried out in semi-structured interviews with 20 geography teachers, in schools that include the final years of Elementary school, in the State and City public schools, specifically, in the city of Caicó-RN. The data analyzed reveals that a significant number of teachers recognize the need to incorporate theories and methods of geography teaching to promote environmental education, but we verified that the majority of the teachers do not, as exemplified in the lack of an interdisciplinary practice, as well as, in their utterances which are very tenuous about the students’ participation in suggesting themes about the environment, which still maintain a strong link with the content presented in the textbooks, with regard to quotidian issues and local/global relations, establishing a type of teaching that lacks significance for and engagement with the students. 

The development of Information and Communication Technologies (ICT) has characterized society since the last two decades of the twentieth century and has influenced in several areas, among them Education. Within this context, there are several transformation scenarios that affect the teaching and learning process, impacting on the teacher, the student, resources and didactic materials, teaching methodology, among others. Inserted in this scenario is the Teaching of Geography, which has instigated studies in several perspectives, among them, teaching methodologies. Based on these assumptions, a research was developed on the topic videographic production as a methodology for teaching Geography, with the perception of the places of the students in the school space and the teaching of the concept of place as focus of the approach. The general objective of the work is to understand the process of videographic production on the place, in the scope of the Geography of Elementary School II, and as specific objectives: to identify the students' perceptions about the reality found in the places of existence in the school, and to explain the mediation didactics in the videographic production on the place from the student's perception / experience in the school space and the didactic-pedagogical organization of the teacher. Methodologically, a bibliographical research was carried out in works that deal with the concept of place and how it is treated in Geography Teaching; the textbook and its implications for learning and teaching regarding the concept of place; and videographic production as strategy or methodological resource that is added to those usually used as the textbook.An exploratory research was carried out to analyze how the approaches to the concept of place in the textbooks of Geography for Elementary School II are presented. The qualitative method was used based on a form specifically prepared with polls that aimed to verify how the concept of place permeates the contents and resources of these textbooks. Field research was carried out through participant observation and interviews with the students of the Municipal School Professora Jacira Medeiros de Souza Silva Lima. The videographic production carried out by the students with the didactic mediation of the teacher, took place from the following stages: planning, in which the methodological path and the schedule of videographic production were defined, as well as the choice of students who were part of the video production team ; pre-production, in which this researcher professor acted as mediator of the proper orientations and preparation of the students and the script of the video within the proposed theme; production of images, audios and videos required to comply with the script; and post-production, aimed at editing the video. Throughout the phases of construction of the product (video) of this research with the students, the teacher mediation provided new possibilities for the didactic-pedagogical choices for teaching the concept of place; and it was essential to approximate this concept to students' perceptions about the places of their experiences in school. It was verified that the application of the audiovisual language to the Teaching of Geography allows a more intense involvement between geographic concepts and the lived reality; besides the potential of the imagination and the critical reflection in the students, which will lead to a better understanding of the contents of the discipline arranged in the textbooks.

Thinking about evaluation in Geography teaching is also thinking about teaching and its socio-educational contexts, which includes school culture and space, the time and those who are involved in this process. Considering the studies regarding to teaching practice and learning evaluation, this work aims to analyze the influence of the High School National Exam (ENEM) in the procedures of evaluation used by Geography teachers in senior high school classes in public schools of Natal, RN. Therefore, this work is theoretically based on authors who are at the interface between Geography, Teaching and Education, such as Santos (2006), Morin (2014), Cavalcanti (1998), Vesentini (2009/2013), Tardif (2002), Zabala (1998), Luckesi (2011) e Libâneo (2013). The study was developed from an exploratory survey conducted in five public schools of Natal, with the participation of 5 Geography teachers and 218 senior high school students. Methodologically, data collection was carried out in microdata of Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP) and, for the purpose of defining empirical cut-off, it was used the probabilistic sampling technique for choosing the schools. Qualitative approach was used for the collection and processing of data, obtained through participant observation, field diary, questionnaires for the students, semi-structured interviews with the Geography teachers involved, collection and document analysis. The contact with school and the results obtained showed that, based on the guidelines proposed by the New ENEM, it is possible to think about evaluation procedures and strategies more contextualized with the reality lived in public schools. However, there were considerable challenges when we relate the proposal of the evaluation recommended by the New ENEM to the existent records in the participant public schools, as well as in the reports presented by the students and teachers of these institutions. Thus, pedagogical and research actions, which seek to investigate the processes of evaluation in the teaching and learning of Geography, are fundamental, for they contribute to critical thinking and lead / sensitize to a more meaningful formative process of Geographical knowledge construction in Basic Education schools.