The plants of our place: Dialogical construction of school materials for the initial and primary school levels about native plants

But… what are native plants? Thus we were questioned by teachers of Natural Sciences of the Higher Institute of Teacher Training (ISFD) Adoratrices. They asked for a universal and academic definition of native plants, arguing that their students felt dizzy in front of the information and the diverse...

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Autores principales: Zabala, Mariela, Fabra, Mariana, Muñoz Paganoni, Alfonsina
Formato: Artículo revista
Lenguaje:Español
Publicado: Dirección General de Educaci´´on Superior. Ministerio de Educación. Provincia de Córdoba. Argentina 2023
Materias:
plantas nativas
ecología de saberes
ISFD
museo
pueblos indígenas
native plants
ecology of knowledge
museum
indigenous people
Acceso en línea:https://revistas.unc.edu.ar/index.php/efi/article/view/42858
Aporte de:
Educación, formación e investigación de Universidad Nacional de Córdoba
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institution Universidad Nacional de Córdoba
institution_str I-10
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container_title_str Educación, formación e investigación
language Español
format Artículo revista
topic plantas nativas
ecología de saberes
ISFD
museo
pueblos indígenas
native plants
ecology of knowledge
ISFD
museum
indigenous people
spellingShingle plantas nativas
ecología de saberes
ISFD
museo
pueblos indígenas
native plants
ecology of knowledge
ISFD
museum
indigenous people
Zabala, Mariela
Fabra, Mariana
Muñoz Paganoni, Alfonsina
The plants of our place: Dialogical construction of school materials for the initial and primary school levels about native plants
topic_facet plantas nativas
ecología de saberes
ISFD
museo
pueblos indígenas
native plants
ecology of knowledge
ISFD
museum
indigenous people
author Zabala, Mariela
Fabra, Mariana
Muñoz Paganoni, Alfonsina
author_facet Zabala, Mariela
Fabra, Mariana
Muñoz Paganoni, Alfonsina
author_sort Zabala, Mariela
title The plants of our place: Dialogical construction of school materials for the initial and primary school levels about native plants
title_short The plants of our place: Dialogical construction of school materials for the initial and primary school levels about native plants
title_full The plants of our place: Dialogical construction of school materials for the initial and primary school levels about native plants
title_fullStr The plants of our place: Dialogical construction of school materials for the initial and primary school levels about native plants
title_full_unstemmed The plants of our place: Dialogical construction of school materials for the initial and primary school levels about native plants
title_sort plants of our place: dialogical construction of school materials for the initial and primary school levels about native plants
description But… what are native plants? Thus we were questioned by teachers of Natural Sciences of the Higher Institute of Teacher Training (ISFD) Adoratrices. They asked for a universal and academic definition of native plants, arguing that their students felt dizzy in front of the information and the diverse ways of classifying it. We developed the extension project “Cultural diversity, native plants and heritage: multivocal educational proposals for the initial and primary levels” (2020 and 2021) with teachers and students of the ISFD, workers of the Historical Museum of Villa del Rosario (Province of Córdoba), neighbours from the department of Río Segundo, members of the Autonomous Provincial Indigenous Educational Council, the Provincial Indigenous Council and the Public Archaeology Program (Museum of Anthropology, SEU-FFyH and IDACOR). We carried out workshops on native plants, we collected local knowledge and classified it based on definitions given by neighbours and texts made by academics to create teaching materials. We want to socialize the mutual learning fostered by the reflexivity of teachers, students and anthropologists, analysing how we negotiated definitions and meanings to seek an ecology of knowledge (Boaventura de Sousa Santos, 2018) betting on classifications of native plants that did not repeat those of manuals of botany or pharmacopoeias, but would incorporate new voices and knowledge to the educational system. This is how we created the didactic material “The plants of our place: multivocal educational proposals for the initial and primary levels” that compiles didactic sequences authored by ISFD students and teachers (Muñoz Paganoni et al., 2020).
publisher Dirección General de Educaci´´on Superior. Ministerio de Educación. Provincia de Córdoba. Argentina
publishDate 2023
url https://revistas.unc.edu.ar/index.php/efi/article/view/42858
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spelling I10-R284-article-428582023-10-24T02:18:18Z The plants of our place: Dialogical construction of school materials for the initial and primary school levels about native plants Las plantas de nuestro lugar: Construcción dialógica de materiales escolares para el nivel inicial y primario sobre plantas nativas (Departamento Río Segundo, Provincia de Córdoba) Zabala, Mariela Fabra, Mariana Muñoz Paganoni, Alfonsina plantas nativas ecología de saberes ISFD museo pueblos indígenas native plants ecology of knowledge ISFD museum indigenous people But… what are native plants? Thus we were questioned by teachers of Natural Sciences of the Higher Institute of Teacher Training (ISFD) Adoratrices. They asked for a universal and academic definition of native plants, arguing that their students felt dizzy in front of the information and the diverse ways of classifying it. We developed the extension project “Cultural diversity, native plants and heritage: multivocal educational proposals for the initial and primary levels” (2020 and 2021) with teachers and students of the ISFD, workers of the Historical Museum of Villa del Rosario (Province of Córdoba), neighbours from the department of Río Segundo, members of the Autonomous Provincial Indigenous Educational Council, the Provincial Indigenous Council and the Public Archaeology Program (Museum of Anthropology, SEU-FFyH and IDACOR). We carried out workshops on native plants, we collected local knowledge and classified it based on definitions given by neighbours and texts made by academics to create teaching materials. We want to socialize the mutual learning fostered by the reflexivity of teachers, students and anthropologists, analysing how we negotiated definitions and meanings to seek an ecology of knowledge (Boaventura de Sousa Santos, 2018) betting on classifications of native plants that did not repeat those of manuals of botany or pharmacopoeias, but would incorporate new voices and knowledge to the educational system. This is how we created the didactic material “The plants of our place: multivocal educational proposals for the initial and primary levels” that compiles didactic sequences authored by ISFD students and teachers (Muñoz Paganoni et al., 2020). Pero… ¿qué son las plantas nativas? Así fuimos interpelades por docentes de Ciencias Naturales del Instituto Superior de Formación Docente (ISFD) “Inmaculado Corazón de María Adoratrices” (Villa del Rosario, Córdoba). Elles bregaban por una definición universal y académica sobre plantas nativas, argumentando que sus alumnes se sentían mareades ante la información y las maneras tan diversas de clasificarlas.  Esta situación se dio mientras desarrollábamos el proyecto extensionista “Diversidad cultural, plantas nativas y patrimonio: propuestas educativas multivocales para los niveles inicial y primario” (2020 y 2021) junto con docentes y estudiantes del ISFD, trabajadores del Museo Histórico de Villa del Rosario, vecines del departamento Río Segundo, miembros del Consejo Educativo Autónomo Provincial Indígena, del Consejo Indígena Provincial y del Programa de Arqueología Pública (Museo de Antropología, SEU-FFyH e IDACOR). En ese marco, realizamos talleres sobre plantas nativas, recabamos saberes locales y los clasificamos a partir de definiciones dadas por vecines y de textos académicos, para crear materiales didácticos. En este artículo, queremos socializar el aprendizaje mutuo propiciado por las reflexividades de docentes, estudiantes y antropólogues, analizando cómo negociamos las definiciones y significaciones para procurar una “ecología de saberes” (Sousa Santos, 2018). Apostamos a clasificaciones sobre las plantas nativas que no repitieran las de manuales de botánica o farmacopeas, sino que aportaran nuevas voces y saberes al sistema educativo. Así, creamos el material didáctico “Las plantas de nuestro lugar: propuestas educativas multivocales para los niveles inicial y primario”, que compila secuencias didácticas de autoría de estudiantes y docentes del ISFD (Muñoz Paganoni et al., 2022). Dirección General de Educaci´´on Superior. Ministerio de Educación. Provincia de Córdoba. Argentina 2023-10-24 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Relatos de experiencias application/pdf https://revistas.unc.edu.ar/index.php/efi/article/view/42858 Educación, formación e investigación; Vol. 9 Núm. 15 (2023): Investigación y prácticas docentes. Diversidad de abordajes teóricos y metodológicos; 99-111 2422-5975 spa https://revistas.unc.edu.ar/index.php/efi/article/view/42858/42919 https://creativecommons.org/licenses/by-nc-sa/4.0

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