A formação do leitor/produtor mediador-cartográfico

Abstract

The present thesis has the goal of understanding the formation of the reader/producer cartographic-mediator (RPCM) from the execution of reading practices and the production of a thematic map in the formative academic contexts of Geography and Pedagogy at UFMG university. The theoretical framework establishes a dialogue between cartographic language (CL) and the New Literacy Studies (NLS), with emphasis on the discussions on multimodality and multiliteracies. Considering that the state or condition of reader and producer of the thematic map presupposes the state or condition of cartographic-mediator of that genre of geographical discourse, we tried to find answers to the following central question: how is the RPCM constituted? We assume that the thematic map is, from its very definition, a genre which is intertwined with the discussions on multimodality and multiliteracies which are mobilized in its know-how. A qualitative dialogue-based approach was adopted with the interactive-responsive approach, typical of researches with an ethnographic bias, making use of a bibliographical research, document research and field research as procedures. The last procedure made it viable to conduce observations in online teaching in a pandemic context, involving 30 subjects, who also were interviewed. The analytical corpus is constituted by the courses Cartography (CRT) and Digital Cartography (DC), which belong to the curriculum of Geography, as well as Foundations of Methodology for Teaching Geography (FMTG), part of the Pedagogy curriculum. The categories of analysis were organized into three formative dimensions (pandemic, cartographic and conceptual), which made it possible to problematize the formation of professionals involved with CL based on the discussions provided by the expression conceived in the study (reader producer cartographic-mediator) and to make it evident that social geographicity permeates the professionals who constitute themselves as RPCM. The results reveal that the formative scenarios investigated have deviated somehow from the formation of that specific type of reader producer cartographic-mediator, and that in the practical activities captured in the courses observed, two models of literacy are predominant. One, regarding the courses CRT and DC, restricted to the reproduction of modes of production of the thematic map with the use of standardized platforms and systems, and apart from the critical geographical discussion. The other, regarding FMTG which, in spite of having based itself on a critical view of the geographical phenomena, did not reach a reflexive or even technical approach of the geographical discourse gender thematic map. With reservations regarding the teaching context in pandemic times, no situations in which the reading of the thematic map was explicitly proposed were observed, while approaches for its production were witnessed. Also few were the relations made evident between the approaches of CL and NLS, especially the discussions on multimodality and multiliteracies. It is to be pondered, however, that those relations, under the analytical eye of the researcher, were implicitly inherent to the practices captured. Those findings seem to go the opposite way of the problematization of authorship and the production of new meanings and uses for maps in a moment in which production and circulation of maps in society are acquiring new rules and manners of being done, typical of the contemporary needs and of new literacy contexts, especially in a life context marked by the trace of digital culture.