Issues on Social Cartography: Inclusive and Participatory Mapping in Brazil
ISBN 978-85-88783-11-9
Authors
1Almeida, R.
1UNIVERSIDADE DE SÃO PAULO Email: reginaaa@usp.br
Abstract
The paper presents and discusses theoretical basis and concepts about social cartography and participatory mapping, bringing different views on purposes, methodologies, techniques and results. In order to achieve this goal, several examples are presented and a few experiences in Brazil evaluated, with special attention to school cartography. Images and maps have been relevant to society for centuries, but at the present, they became vital means to collect, process and represent all sorts of data and geographical information, both in digital and conventional formats. Technology has brought great innovations, people changed and got used to images and maps at work, school, in daily life, leisure, anytime and everywhere, using a cellular phone in our hands or our cars, we are map users, mapmakers taking advantage of cartography in old and new ways. Maps and images should be available to everyone and society is expected to give equal rights, respect and value all social, ethnic or cultural differences, including any physical, cognitive or sensorial deficiencies the person might have. For this reason, cartography have to be inclusive and presented in a multisensory and multicultural forms. Maps should reach all special needs users and minority groups, such as the blind, the deaf and the native people. They shall not be only users, but also map creators, learning and using computers and GIS. Digital technologies can make a difference in map production and use for people with special needs. Old questions discussed in cartographic communication process as what, why, how, to whom and with which results gain new meanings in this field of social, inclusive and participatory cartography. There has been many programs developed at Brazilian Amazonian region, related to participatory mapping and social cartography, most of them applying GIS and digital techniques in conjunction with mental maps done by indigenous and traditional communities. The paper also describes a case of inclusion regarding equal rights and disabilities, a tactile cartography project involving four Latin American countries, as an example of good practice aiming at what the author is naming Social Cartography. At the concluding remarks, the paper highlights the relevance of cartography to promote the empowerment of communities, the mobilization of individuals and groups to solve environment problems, to deal with political issues and to seek social, environmental and economic sustainability. Mainly in the case of regions such as the Brazilian Amazonian with a large population of traditional groups and indigenous people who might forget their culture, history, language, and therefore endanger their identity and even their lands, this empowerment through map creation and use, including new technologies available nowadays helps them to be the protagonists of their future, to reach community development, guarantee their rights and enlarge their knowledge to participate in territorial management. There has been many projects all over the world about social cartography and participatory mapping, but they need to be presented and discussed to disseminate those successful initiatives. There is also a responsibility regarding school cartography and education in general, because cartographers need to prepare the new generations to be map users and creators, including minority groups and persons with special needs in general. As geographers and cartographers we must have new approaches, besides new digital technologies. Maps give voice and empower minorities, they can be art, planning tools or teaching strategies at school. It is important to fulfill the social role of cartography in all its potential, to think about new cartographies for a future where digital technologies will open amazing possibilities and challenges, both at local, national and global scales of society.
Keywords
inclusive cartography; participatory mapping; school cartography