REFLECTIONS ON TEACHING PRACTICES OF DECOLONIAL EDUCATION IN GEOGRAPHY: A CASE STUDY

Abstract

This study analyzes teaching practices developed in Geography education in public schools in the municipality of Lambari D’Oeste, Mato Grosso, from the perspective of decolonial education. The objective was to analyze the educational practices of Geography teachers, identifying the challenges faced in teaching, the relationships established between teachers and students, and their contributions to the teaching and learning process. This is a qualitative, exploratory study conducted through a case study involving four public schools from the state and municipal education systems, located in both urban and rural areas of the municipality. Data were collected through a bibliographic review, interviews with teachers, and records of the school context, and were analyzed qualitatively. The results showed that teachers face challenges related to working conditions, limited teaching resources, family participation, and students’ level of interest, factors that directly influence their pedagogical practices. It is concluded that the decolonial perspective broadens the possibilities for developing critical and contextualized teaching practices committed to valuing diverse forms of knowledge, contributing to more meaningful learning and to the development of critical individuals.