Pedagogical cartography, stakes and meanings: a systematic review 2008-2021

Abstract

This article reports on a systematic review conducted to identify the impacts of the methodology of pedagogical cartography or situated knowledge in the scientific communities in education in the period 2008-2021. a protocol was defined with the research team that allowed finding 43 articles related to the subject, the sources consulted were processed by type of article, years of production and the georeferencing of their production. It can be concluded from the systematic review, that there is a growing interest on the part of the educational scientific community in establishing research bets that take these methodological perspectives in education in the region as a reference.