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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]

This text is an excerpt of a research developed within the scope of the Course Completion Work (TCC) of the graduation in Degree in Geography from the State University of Bahia (UNEB), Campus IX Serrinha, semi-arid region of Bahia, entitled: "Campo, city, urban and rural: concepts, representations and approaches in Geography textbooks". For the present essay, we used the photographic records that are part of the methodological collection of the research to weave reflections from a theoretical contribution that deals with small towns, ruralities, photographs and the teaching of Geography. The reflections defend the insertion of the students? daily spatial practices in the approaches of concepts and themes of Geography at school. Besides, the unique dynamics of the small town through the manifestations of ruralities that occur in it also explains its particularities in relation to medium and large cities, and its recognition in the context of teaching Geography, conceives other and different modes of understanding these spaces and of the ways of being of the who experience them. [ABSTRACT FROM AUTHOR]