Alphabetize literacy: Possibilities for porous cartography

Abstract

This article aims to contribute to the debate about the meaning of the significant school cartography that sometimes is fixed in the defense of the literacy process, sometimes in the literacy, as if these were incommunicable and totalizing processes. Assuming the foundations of the discourse theory, our proposition here is articulation instead of the dichotomization of these concepts, defending the sense of alphabetizing literacy. This proposal starts with the perception that the literacy process goes beyond, and not against the understanding of alphabetization. In the dominant literature, cartographic literacy is known as a specific and indispensable process, which requires a methodological and didactic-pedagogical work to teach the logic of the map Cartesian system, whereas literacy would be linked to the domain and social use of cartographic languages. Here we advocate a pedagogical action from the perspective of alphabetizing literacy, which changes the usual emphasis of spatial localization as the center of the process. Moreover, it creates conditions for porous cartography that allows students to take appropriate language Cartographic also as socio-spatial practices of signification. 

Keywords: School cartography; alphabetizing literacy; language cartographic; socio-spatial practices of signification