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This text aims, through the analysis and interpretation of narratives from Geography undergraduate students, scholarship recipients of the Institutional Program for Teaching Initiation Scholarships (PIBID) and the Pedagogical Residency Program (PRP), to understand how formative situations within the subprojects, developed at the State University of Bahia (UNEB), campus XI, enhanced the learning of teaching in Geography. It is a narrative research, with sources from written narratives (memorials) and oral narratives (interviews). The narratives that make up the text focus on the inventory of experiences lived in the unfolding of subproject actions with the primary objective of qualifying the initial training of Geography teachers through didactic-pedagogical propositions anchored in various languages and Information and Communication Technologies (ICTs). The narratives address the challenges of teaching in the pandemic context and reveal significant learning experiences by describing planned and adapted activities in the face of social distancing, school closures, and the adoption of emergency remote teaching/training. [ABSTRACT FROM AUTHOR]