Santos, Eline Almeida2024-01-312024-01-312024-01-11https://repositorio.univasf.edu.br/jspui/handle/123456789/1134In contemporary times, we observe a school institution deeply rooted in a traditional pedagogical approach, where practices fail to stimulate active student participation and are disconnected from the surrounding reality. This context often leads to the perception of Geography as a mundane and distant subject in basic education. The pursuit of pedagogical practices centered on individual peculiarities, autonomy, and critical reflection emerges as a response to provide active and meaningful learning, aiming to overcome these challenges. The study, presented as an experiential report, is based on the experiences of an educator in the context of basic education, focusing on Geography, during the years 2022 and 2023. Developed through qualitative and descriptive research, the study went through four distinct phases: literature review, sample definition, teaching laboratory with photographic documentation, and systematization and analysis of experiences. The diverse methodological strategies applied resulted in significant interaction among groups, improvement in knowledge, overcoming challenges, and integration of theory and practice, fostering student protagonism and culminating in an enhancement in performance, reflected in high approval rates. Finally, it is emphasized the importance of balancing traditional and innovative approaches in pedagogical practice, recognizing the need to be open to new perspectives to drive progress in education.porEnsino de geografiaGeography education.Método ativoEducação básicaActive methodBasic educationTrabalho de Conclusão de CursoEducaçãoMetodologias ativasEnsino de geografia