Mapa mental e alfabetização na perspectiva da Didática Crítica Decolonial

Abstract

This paper discusses literacy as a formative responsibility of Critical Didactics, addressing the mind map as a visual language and teaching strategy in basic education. The investigation was conducted in a public school in Florianópolis/SC, Brazil. Forty-two textual productions from students in the process of acquiring writing skills were analyzed, with 19 from the first grade and 23 from the third grade. The objective was to understand the internalization of this textual genre by children, differentiating it from the concept map, the confusion of which is recurrent among teachers and students. The analysis considered the pedagogical context of mediation and reading, anchored in intentional practices guided by the participating teachers. From a theoretical and methodological point of view, the study was based on Decolonial Critical Didactics, drawing on Freire, Bazzo, and Candau, and on a dialogical conception of literacy as a social practice of language, authorship, and formation, as elaborated by Soares, Kleiman, and Mortatti. The results indicate that, when integrated into dialogical learning situations, the mind map favors the organization of thought, the assignment of meaning, the development of authorship, critical positioning, and the expansion of reading and writing practices. It is concluded that its intentional use contributes to a more creative, critical, and integrated reading and writing formation by the subjects in the construction of knowledge.