Geografias do vivido: estratégias de ensino-aprendizagem para a permanência e êxito de alunos em contextos sociais populares no IFRS – Câmpus Rio Grande/RS

This study aims to explore didactic-pedagogical strategies in Geography teaching to support the retention and success of students from socially disadvantaged backgrounds. Connected to the project “Teaching, Research, and Extension Practices in Geography: Learning Ties with Multicultural and Community Contexts of Students” and funded by the Federal Institute of Education, Science, and Technology of Rio Grande do Sul, this work adopts a Freirean theoretical-methodological approach, emphasizing culture, diversity, and multiculturality. It is also based on a decolonial perspective to reinterpret multi-territorial practices, seeking new approaches for socio-spatial analysis that have been silenced by dominant logics. This analysis considers local specificities and students' social contexts, creating unique narratives of (re)existence. The results discuss pedagogical practices applicable to the reality of students from popular segments, involving activities like poetry and narrative production, which reflect their unique modes of existence. Through the triad of teaching-research-extension, this proposal values student work, identity, and community bonds, committed to a pedagogical praxis against exclusion.