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...
Guardado en:
| Autor principal: | |
|---|---|
| Formato: | Artículo revista |
| Lenguaje: | Español |
| Publicado: |
IRICE (CONICET-UNR)
2026
|
| Materias: | |
| Acceso en línea: | https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/2069 |
| Aporte de: |
| Sumario: | 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. |
|---|