Abstract
The teaching of Physical Geography in schools is a challenge for teachers, either due to the difficulty in the initial training process, caused by a separate curriculum in closed subjects, which fragment the contents and make it difficult to understand the scientific knowledge, or by the lack of pedagogical knowledge, impairing the teaching-learning process of the contents. Thus, we sought to develop, through the actions of the Institutional Program of Teaching Initiation Scholarship (PIBID), edition 2018-2020, of the subproject Geography, a work that stimulated the eyes of the freshman year students of an Integrated High School to exercise the knowledge acquired in class on the subject of relief. The work consisted of guiding and encouraging students to observe the landscape of the areas where they transit and register, through photography, the forms of relief and its modifying actions, especially those of anthropic origin. The students were encouraged to analyze the images and share the results with their classmates. The activity aimed to develop the students' perception of the landscape around them and improve their analysis capability, promoting significant educational action, as well as providing the developing teachers with a better understanding of Physical Geography and the teaching-learning process.
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