Cartography, new technologies and geographic education: theoretical approaches to research the field
In order to understand the roles that digital mapping can play in cartographic and geographic education, this paper discusses the theoretical and methodological approach used in a research that is undertaking in the education of geography teachers. To develop the study, we found in the works of Lankshear and Knobel (2013) a notion of new literacies that allows us looking at the practices within digital mapping in a sociocultural perspective. From them, we conclude that in order to understand the changes that digital cartography is able to foment in geography teaching, it is necessary to go beyond the substitution of means in the classroom and being able to explore what makes the new mapping practices different from others already consolidated in geography teaching. Therefore, we comment on some features of new forms of cartographic literacy that are in full development with digital technologies, but which are not determined solely by their use. The ideas of Kitchin and Dodge (2007) and Del Casino Junior and Hanna (2006) are also an important reference for the research. Methodologically, this approach helps us to understand that in the seek to comprehend maps and their meanings, irrespective of the medium used, we are dealing with a process of literacy that is very particular and emergent because it involves not only the characteristics of the map artifact and of the individual that produces or consumes it, but depends mainly on a diversity of interconnections that are being built between them (map and individual) and the world.