Thinking about the appreciation of women and gender issues is fundamental to the teaching of Geography, because it allows giving visibility to the urgent and emerging feminist theme. Podcasts, in this context, can be an interesting didactic strategy to highlight these issues in the school space, relating them to the curricular contents of the pedagogical component. Thus, we have as a problem question of this research "how the approach to the potential of being a woman and the confrontation of gender inequality experienced by cisgender women in society, in Geography classes in Elementary School, can collaborate with female emancipation in Caçador/SC ?”. The general objective is to study the contributions of Feminist Geography to the curricular component Geography, in Elementary School, highlighting the importance of facing gender violence in schools and in the lived environment as a whole, valuing the insertion of women in different contexts. Specifically, the objective is to identify the problem of gender violence in its main interfaces at the local, regional and national level; recognize the problem of gender violence in the 8th grade classes at EMEB Dr. Ulysses Guimarães; to develop a methodology for teaching Geography, based on Podcasts and debates on gender inequality, to be applied with classes; and evaluate the efficiency of the methodology developed, demonstrating the potential of Feminist Geographies in facing gender violence and empowering the girls in the classes. The research will be characterized as an action-research, which aims at the comprehensive participation of the students and the researcher herself. In this way, the research public will be girls and boys from the 8th grade of the mentioned school. In addition, Textual Discourse Analysis (TDA) will be used as a tool for interpreting the podcasts developed with students in Geography classes. In this way, the communication product, to be produced as a result of the Professional Master's Degree in Geography, will be named: “Pod Mulherar o mundo”, that is, a sequence of podcasts focusing on the appreciation of women and the confrontation of gender violence and intertextualizing with the idea of "improving" the world through the presence and recognition of women's actions. It is expected that the research will contribute to female empowerment, with the appreciation of relevant women, with the confrontation of gender violence and, above all, with the appreciation and expansion of the self-esteem of the girls of the research participants.

Reflecting on the teaching of geography brings us back to the use of the most diverse types of language and teaching resources. In this research, we start from the assumption that the social network TikTok is one of these resources and has enormous educational potential. In view of the above, we ask: Can the TikTok social network be used as a didactic resource for teaching Geography in secondary school classes? What are its potentialities? We argue that this curricular component can become more dynamic, engaging and exploratory if we abandon our prejudices about social networks. The general aim of this study is therefore to understand and demonstrate the applicability of the TikTok social network as a didactic resource for teaching Geography in secondary school classes. To this end, we have defined the following specific objectives: to identify the importance of different languages and teaching resources in Geography teaching; to analyse the educational potential of using Digital Information and Communication Technologies, especially the TikTok social network; and to analyse the 10 main Geography profiles that already exist on the respective network. This last objective aims to understand the languages, strategies and geographical themes that promote intense engagement on the network. In order to achieve the objectives and meet the requirements of the master's programme, an educational product called "GeoConectado" was developed. This educational product consists of a profile on the TikTok social network in which 35 videos for teaching Geography were published. Initially, the nature of this research is characterised as translational, because we sought to establish a connection between a problem experienced daily by Geography teachers with the theoretical framework already produced and the analysis of the main Geography channels already existing on the TikTok social network. In the development and application phase of the educational product, the research became experimental. The educational product was applied between 19 February and 29 March 2024 in high school classes at COC Balneário Camboriú, COC Blumenau and Colégio UNIFEBE Brusque, all located in Santa Catarina. Moving on to the final stage, the evaluation of the educational product was carried out and the analysis methodology employed emphasised qualitative data, but did not fail to take quantitative data into account. The evaluation was attended by 388 people who answered a questionnaire on Google Forms between 19 February and 15 March 2024. As a result, the evaluations showed that the TikTok social network can, like other resources in the past and present, be applied to geography teaching and help the teaching and learning process. In trying to understand how the network works, we realised that it is still little explored by geography teachers. Contrary to what many people think, the social network is much more than entertainment. At the end of the research, we argued that social networks, such as TikTok, are part of students' living spaces. We can no longer ignore them. We must look into ways of applying these technologies to our school activities. In doing so, we will not only be applying a new didactic resource or language, we will also be contributing to a school geography that is more connected and engaged with the 21st century.