REGIMES OF TRUTH AND VISUALITY THAT EDUCATE SUBJECTS ABOUT BEING IN SPACE THROUGH MAPS

Abstract

Maps result from discursive disputes in different locations and periods, acting on the constitution of societies and ways of life. They are not free from intentions and educational effects, as their information and formats subject people in certain ways and not others. Therefore, in this text, cartographic artifacts are problematized as points of force that articulate with each other and with the dominant regimes of truth and visuality, shaping spatialities and, consequently, transforming space. The objective is to understand how they act pedagogically, beyond school environments. To this, we operate from a post-structuralist perspective, supported by Foucauldian tools, such as the notions of power relations and production of truths. It is observed, based on this, that throughout history, maps establish ways of being in space, acting on populations, based on educational processes that qualitatively distinguish spatial parcels. Still, today, due to available technological resources, new practices emerge in combination with those of the past, educating subjects about individual and collective behaviors, using applications that make life visible. Through them, and through the mappers, discourses were and are strengthened, causing certain truths to be established about being in space.