Children's everyday knowledge about the environment: a contribution to environmental education
In this article we present an analysis of the everyday knowledge of children attending primary schools in rural areas of central Santa Fe Province, Argentina. Most of these children come from families engaged in dairy farming, which has been central to the region but is currently being displaced by...
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IRICE (CONICET-UNR)
2026
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| Acceso en línea: | https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/2069 |
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I15-R240-article-20692026-04-30T13:33:19Z Children's everyday knowledge about the environment: a contribution to environmental education Saberes cotidianos infantiles sobre el ambiente: un aporte para la educación ambiental Caisso, Lucía saberes cotidianos infantiles ambiente ruralidad educación ambiental Vigotski everyday knowledge environment rurality environmental education Vygotsky In this article we present an analysis of the everyday knowledge of children attending primary schools in rural areas of central Santa Fe Province, Argentina. Most of these children come from families engaged in dairy farming, which has been central to the region but is currently being displaced by intensive agricultural production of genetically modified soybeans and corn. To reconstruct children's everyday knowledge about the environment, we conducted an anthropological study based on fieldwork in three schools located in the Castellanos and San Martín departments of Santa Fe Province. The main methodological strategy employed was the children's drawing and writing in the classroom. Based on the analysis of these drawings and writings, and the conversations held during their creation, we sought to document children's environmental knowledge, which we conceptualize as everyday or spontaneous, drawing on the theoretical contributions of Lev Vygotsky. Our analysis reveals how these children relate to their natural environment and how they relate to their material (and, therefore, environmental) living conditions. Through our study, we seek to produce meaningful and situated knowledge that can be used within the framework of Comprehensive Environmental Education pedagogical practices currently being developed in Argentina. En este artículo presentamos un análisis de saberes cotidianos sobre el ambiente de niños y niñas que asisten a escuelas rurales del centro de la provincia de Santa Fe (Argentina). La mayoría de ellos integran familias dedicadas a la actividad tambera, la cual ha tenido una gran centralidad en la región, pero se encuentra actualmente desplazada por la actividad agrícola intensiva. Para documentar los saberes cotidianos infantiles sobre el ambiente realizamos un trabajo de campo sostenido en tres escuelas rurales. La principal estrategia metodológica empleada fue la realización de una actividad de dibujo y escritura con niños y niñas. A partir del análisis de estos materiales y de las conversaciones sostenidas durante su realización, buscamos documentar los saberes ambientales infantiles, a los cuales conceptualizamos como cotidianos, retomando las contribuciones de Lev Vigotski. Nuestro análisis evidencia cómo la relación de niños y niñas con su entorno natural remite a sus condiciones materiales (y, por lo tanto, ambientales) de vida. Proponemos que estos saberes pueden ser retomados en el marco de la educación ambiental, aunque sin desconocer que la naturaleza de los problemas que esta aborda implica conocimientos científicos de alto grado de abstracción y sistematicidad. IRICE (CONICET-UNR) 2026-04-23 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html application/zip https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/2069 Revista IRICE; Núm. 50 (2026); e2069 2618-4052 0327-392X spa https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/2069/3490 https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/2069/3491 https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/2069/3492 Derechos de autor 2026 Lucía Caisso https://creativecommons.org/licenses/by-nc-sa/4.0 |
| institution |
Universidad Nacional de Rosario |
| institution_str |
I-15 |
| repository_str |
R-240 |
| container_title_str |
Revista IRICE (CONICET) |
| language |
Español |
| format |
Artículo revista |
| topic |
saberes cotidianos infantiles ambiente ruralidad educación ambiental Vigotski everyday knowledge environment rurality environmental education Vygotsky |
| spellingShingle |
saberes cotidianos infantiles ambiente ruralidad educación ambiental Vigotski everyday knowledge environment rurality environmental education Vygotsky Caisso, Lucía Children's everyday knowledge about the environment: a contribution to environmental education |
| topic_facet |
saberes cotidianos infantiles ambiente ruralidad educación ambiental Vigotski everyday knowledge environment rurality environmental education Vygotsky |
| author |
Caisso, Lucía |
| author_facet |
Caisso, Lucía |
| author_sort |
Caisso, Lucía |
| title |
Children's everyday knowledge about the environment: a contribution to environmental education |
| title_short |
Children's everyday knowledge about the environment: a contribution to environmental education |
| title_full |
Children's everyday knowledge about the environment: a contribution to environmental education |
| title_fullStr |
Children's everyday knowledge about the environment: a contribution to environmental education |
| title_full_unstemmed |
Children's everyday knowledge about the environment: a contribution to environmental education |
| title_sort |
children's everyday knowledge about the environment: a contribution to environmental education |
| description |
In this article we present an analysis of the everyday knowledge of children attending primary schools in rural areas of central Santa Fe Province, Argentina. Most of these children come from families engaged in dairy farming, which has been central to the region but is currently being displaced by intensive agricultural production of genetically modified soybeans and corn. To reconstruct children's everyday knowledge about the environment, we conducted an anthropological study based on fieldwork in three schools located in the Castellanos and San Martín departments of Santa Fe Province. The main methodological strategy employed was the children's drawing and writing in the classroom. Based on the analysis of these drawings and writings, and the conversations held during their creation, we sought to document children's environmental knowledge, which we conceptualize as everyday or spontaneous, drawing on the theoretical contributions of Lev Vygotsky. Our analysis reveals how these children relate to their natural environment and how they relate to their material (and, therefore, environmental) living conditions. Through our study, we seek to produce meaningful and situated knowledge that can be used within the framework of Comprehensive Environmental Education pedagogical practices currently being developed in Argentina. |
| publisher |
IRICE (CONICET-UNR) |
| publishDate |
2026 |
| url |
https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/2069 |
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AT caissolucia childrenseverydayknowledgeabouttheenvironmentacontributiontoenvironmentaleducation AT caissolucia saberescotidianosinfantilessobreelambienteunaporteparalaeducacionambiental |
| first_indexed |
2026-05-04T05:03:43Z |
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2026-05-04T05:03:43Z |
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