Among its variants, practices such as participatory cartography, citizen cartography, collective mapping) and educational cartographies can be observed; approaches that must be examined in their epistemological and philosophical dimensions.[11]​.

In its adaptation to education, some methodological precautions must be taken, based on empowerment and conceptions of practices, as outlined in Pedagogical Social Cartography,[3]​ which has gradually been configured as a research and social intervention strategy. Thus, Pedagogical Social Cartography is configured as an innovation in education.

In this type of cartography, as a device for the production of subjectivities, narrative relationships occur and fictional immersion is generated. Thus, for Barragán and Torres[12]​ when fiction is promoted in cartography, it must be considered that: a) the hierarchy between perception and imaginative activity is inverted, b) the real environment and the imagined universe coexist, c) it regulates itself through codes, d) it is loaded with affectivity. Consequently, following the discursive line of the researchers, it is a narrative-fictional work that also displays the following aspects: a) pre-compressions of the world of action, b) poetic-fictional-imaginative compositions, c) existential participations in the world of action and intrigue, d) mimetic activity. In these terms, a discursive ambivalence appears that “is, effectively, the power, in this case, of pedagogical social cartography and, by extension, of any social mapping exercise”[13]​.

Among its variants, practices such as participatory cartography, citizen cartography, collective mapping) and educational cartographies can be observed; approaches that must be examined in their epistemological and philosophical dimensions.[11]​.

In its adaptation to education, some methodological precautions must be taken, based on empowerment and conceptions of practices, as outlined in Pedagogical Social Cartography,[3]​ which has gradually been configured as a research and social intervention strategy. Thus, Pedagogical Social Cartography is configured as an innovation in education.

In this type of cartography, as a device for the production of subjectivities, narrative relationships occur and fictional immersion is generated. Thus, for Barragán and Torres[12]​ when fiction is promoted in cartography, it must be considered that: a) the hierarchy between perception and imaginative activity is inverted, b) the real environment and the imagined universe coexist, c) it regulates itself through codes, d) it is loaded with affectivity. Consequently, following the discursive line of the researchers, it is a narrative-fictional work that also displays the following aspects: a) pre-compressions of the world of action, b) poetic-fictional-imaginative compositions, c) existential participations in the world of action and intrigue, d) mimetic activity. In these terms, a discursive ambivalence appears that “is, effectively, the power, in this case, of pedagogical social cartography and, by extension, of any social mapping exercise”[13]​.