A CARTOGRAPHY OF WRITING IN DISTANCE EDUCATION

Abstract

In what spaces is written? One learns to write in corporate action? Guided by these questions this article addresses writing in the space-context of distance education and space-support of digital technologies, in which writing is experienced on a recurring basis, as digital communication and interaction. We bring as hypotheses of this research that enacted writing codetermines the processes of the catching-on, co-creation and recursion, which constitute learning. This hypothesis is investigated from the cartography of writings of course participants of an specialization offered by distance. In cartographing these writtings were produced knots of understanding about writing and reading, which translate into text explanatory arguments of this research and complexify the comprehension about writing.