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This article is a result of the participation in the Project "social practices and women and men knowledge and the production of the rural territory in the Marracuene district in Mozambique: the viability of the productive alternatives in the world of the sustainability", developed between 2013 and 2017 and structured based on an interdisciplinary and interinstitutional proposal. My role in the mentioned project, in what is related to the direct contact with the population, took me 30 days of a permanence experience in Maputo-Mozambique. The aim of this text is to present my own impressions of this period, by looking at women and their own lives production, whether material or immaterial, by an approach and respect methodology to the cultural diversities and to the work organization. The observation, dialogues, photographic records and in the field notebook, occurred in rural and urban spaces, in areas of food production and commercialization. The results are indescribable. What I present here, are manifestations of collective knowledge and I show, as well, relevance to value the shared learning between the two countries in a respectful way, breaking the hierarchies imposed by the scientific knowledge, when it denies or excludes the traditional knowledge and the ways of life grounded on disparate cultures. [ABSTRACT FROM AUTHOR]

Considering that currently there is no way to separate education and new technologies, since each time more early the young man makes use of new technologies, the present work had as objective to analyze the experience developed in the education of Geography, being objectified the knowledge of the "place" while space of experience of the pupils, from the use of new technologies, more specifically of the Google Earth and the Google Maps and the work of field. The work was developed in 2013, with the group of 8° Year "C" of the E.E.E.F. Maria Emília Oliveira de Almeida, located in the city of Campina Grande/PB, having as research object the quarter Presidente Médice, in which the school is embedded. Aiming to achieve the objectives outlined we used the action research seeking to involve the school community in the process. The work was developed from literature reviews; quantitative research; expository and dialogued lessons; virtual research in the computer science laboratory, use of software's Google Earth and Google Maps; field lesson; photographic registers, notations and theoretical discussions e; socialization of the results in the pedagogical sample of the school. The youthful allure for the new technologies was evidenced, beyond, of the strong presence of such innovative tools in the daily conviviality of the teachers. [ABSTRACT FROM AUTHOR]