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

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

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

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