MULTIPLE SOCIOCULTURAL IDENTITIES IN GEOGRAPHY EDUCATION: A PEDAGOGICAL EXPERIENCE REGARDING THE COUNTRYSIDE AND THE CITY IN HIGH SCHOOL

Abstract

This article discusses the pedagogical challenges associated with the diverse sociocultural identities of high school students and analyzes how Geography education can act as a mediating agent and a catalyst for meaningful learning. The research is characterized as a qualitative pedagogical case study conducted with first-year high school students at the Dom Adauto State School in the municipality of Serra Redonda, Paraíba. The methodological approach included a socioeconomic diagnostic phase—using questionnaires and discussion circles—followed by active interventions centered on the study of agriculture and "lived space." Activities included interactive lectures, the screening of the documentary *O veneno está na mesa* (The Poison Is on the Table), and hands-on workshops led by the students, such as creating musical parodies, building scale models of rural production systems, and conducting direct interviews with local agricultural producers. The results demonstrated a significant reduction in sociocultural prejudices between urban and rural students, while also boosting attendance, critical participation, and academic performance, thereby reinforcing the role of school Geography in fostering citizenship.