A ESCRITA CARTOGRÁFICA E A DIMENSÃO COLETIVA DA EXPERIÊNCIA

Abstract

This paper continues the discussion of the problem of writing in research that uses the cartography method in theses, dissertations and articles. The starting point is the definition of cartography as a methodological principle of the rhizome (DELEUZE; GUATTARI, 1995) and the clues proposed by Passos, Kastrup and Escóssia (2009) and by Passos, Kastrup and Tedesco (2014). The objective is to analyze the difficulties and strategies of learning cartographic writing in training spaces, highlighting the collective dimension of the research experience. It highlights that the main guideline of the cartographic writing policy is to avoid the representational writing policy, based on supposedly objective and neutral information. The study also analyzes the experience of a writing workshop held during the pandemic and highlights the potency of ecosystems that are less hierarchical and more favorable to attentive listening, sharing of affection and care. It seeks to demonstrate that cartographic writing is based on an inventive cognitive policy and has a collective dimension, even when it is based on experience that is narrated in the first-person singular. It concludes that writing with affections requires strategies for deconstructing the politics of representational writing and experimenting with inventive and collective writing strategies, aiming to produce contagion and intervention effects.