The objective of this study was to find, in the philosophical writings of Gilles Deleuze, Félix Guattari and Gilbert Simondon, ways to experience cartography as a pedagogical practice for a transductive experimentation in the literacy and literacy process. For its materialization, in addition to carrying out collective studies between academics and professors from the Federal University of Norte do Tocantins and basic education teachers, a field research was also carried out at the Municipal School Maria da
Conceição Costa Luz, located in Araguaína-TO. The methodology adopted was social cartography, derived from the writings of Gilles Deleuze and Félix Guattari, and the main theoretical support used for the methodological foundation was the book Clues to the method of cartography: research-intervention and production of subjectivity, a compilation of articles and studies organized by Eduardo Passos, Virgínia Kastrup and Liliana da Escóssia. The proposal suggests ways to rethink literacy and literacy from
a deterritorialized perspective (before) practices and discourses aimed at a representative conception of written language, especially those mobilized through the classic logics of reasoning: deduction and induction. The study culminated in the elaboration of theoretical clues that point not to a defined method applicable to linguistic teachings, but to the need to perceive the virtuality of transductive epistemology and allow it as a possibility through the practices of writting.
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