Multiliteracies in School Cartography: Pedagogical Strategies for a Basic Education School in Timbó, Santa Catarina

Abstract

Context: This research was based on the assumption that maps, when communicating, required both an understanding of their constituent elements and a critical reading of their intentionalities. With the advancement of digital, interactive, and collaborative maps, users also began to occupy the position of authors capable of subverting traditional perspectives, which directly impacted Geography teaching. Methods: The study sought to understand how hybrid and multimodal maps contributed to School Cartography and the development of geographic thinking in Geography classes at Ruy Barbosa Basic Education School in Timbó, SC. The methodology, of a basic and translational nature, articulated knowledge production and practical application. Students created digital maps representing their neighborhoods and/or city, exploring geographic concepts from their own experiences. Results: The final product consisted of a digital map that aided in place analysis, favoring contextualized learning. Thus, the research sought to foster critical geographic thinking, situated and integrated into students' daily lives through the use of hybrid and multimodal maps.