ABSTRACT:
From a correlation of the scientific negationism scenario evidenced in the COVID-19 pandemic with the Eurocentric trajectory of Western science, as well as the establishment of truths, parameters and assumptions conducted and legitimized by it, some aspects to be displaced in the model current cognitive are reflected, in the sense of its vivification and its connection with life and with other knowledge. In this direction, betting on other perspectives and methods, the work aims to weave approximations between science education and the method of cartography, through a bibliographical review, in the following databases: Redalyc, SciElo and DOAJ, having been found only six works that met the inclusion criteria. Thus, the possible contributions of this methodology to science research and education are investigated and discussed, especially with regard to cognition policies, questioning the understanding of knowledge as a representation of a reality or truth. We understand that an inventive and emancipatory perspective of science, which embodies knowledge in access to experience, expands in singularities and multiplicities, building common - not univocal - territories, cultivating confidence and belonging.
Keywords:
Cartography method; Western science; Inventive cognition