“Será que as crianças da família Braga são ensinadas a capinar ou aprendem assim, do nada?” etnografia da aprendizagem de práticas agrícolas em uma comunidade tradicional do Estado de Goiás

Abstract

This thesis deals with the learning of agricultural practices in the daily life of the traditional rural community of Braga da Pontezinha (Santo Antônio do Descoberto, Goiás) and a theoretical reflection based on the concepts of “learning” in Bateson (1977, 1988, 2008) and “creativity” in Wagner (2010). The “situated approach” to learning according to Lave (1991, 2015) and Lave and Wenger (1991), in addition to the “ecological perspective”, holistic/systemic of Bateson (1977, 1988, 2008), were the arguments used in the analysis and discussion of the ethnographic findings. As a result of the same theoretical choices, the methodological foundation had ethnography as its investigation mode, which enabled a critical experience of the intersubjective relationship and “field immersion”, according to Strathern ’s (2014) notion, during our activity. The observations and other information that make up the field material described were obtained in unstructured but structuring conversations and interviews with interlocutors from that community, young people and adults. To compose this thesis that follows, recordings, photos and videos were also made, in addition to notes in my personal diary. One of the main ethnographic findings is that learning takes place in the cultural context, which is directly related to a doing/knowing (in this order) that occupies the core of the specific culture, giving meaning to “situated learning”.