Método de cocuradoria cartográfica-conectiva para a produção do conhecimento - 2CpC

The word "curadoria," derived from the Latin curator and curare (to care for and watch over), is traditionally associated with the arts and museums. However, curation has been expanding into various fields, including digital and academic contexts. In this scenario, co-curation emerges as a collaborative and connective practice between human and non-human entities, such as digital technologies, thereby broadening the diversity of perspectives. The Connective Cartographic Co-Curation Method for Knowledge Production (2CpC) arises from the intersection of the OnLIFE Education Paradigm and the Cartographic Method of Reticular, Ecological, and Connective Research-Intervention (rECOnectivo). In this context, the article aims to present the development of the 2CpC Co-Curation Method, highlighting its potential, and to analyze the process of its application in the seminar "Introduction to Educational Theories," conducted within a Graduate Program in Education at a university in southern Brazil. The methodological approach of 2CpC Co-Curation included problematization, co-creation of research axes, knowledge sharing, and critical reviews. Based on the experience, it is possible to affirm that 2CpC offers significant contributions to research and education by integrating diverse perspectives and promoting connectivity and collaboration between humans and non-humans. Thus, it involves co-creation between humans and non-humans in a reticular, connective, and hybrid environment, where co-curation produces connections and intersections among various elements, sources, and formats in the organization and production of novel knowledge. Additionally, it stands out for its ability to generate tangible and original artifacts, reflecting a transorganic approach that values the contribution of non-human elements in knowledge production.