Resumo

SIMON, Everton Luiz; MORETTI, Cheron Zanini  e  PLOIA, Hosana Hoelz. Popular educational processes in/of food: practice of knowledge and knowledge of practice. Conjectura: filos. e Educ. [online]. 2022, vol.27, e0220056.  Epub 20-Abr-2024. ISSN 2178-4612.  https://doi.org/10.18226/21784612.v27.e0220056.

This article aims to understand the educational processes that emerge in the relation between work and food. Methodologically, it results from the qualitative analysis of data produced in semi-structured interviews, notes in field diaries with women from the Vale do Rio Pardo region, in Rio Grande do Sul. Thus, we selected eleven registers of women from different cities in this region, analyzed from the codification and decoding of memory narratives, valuing the critical perspective that is proper of popular education in reading the world. The conceptual categories of memory and identity are relevant to the understanding of the relation between work and food. Memory, as an object of an epistemological study, becomes a vector of an experience of collective and popular belonging, reveals traditions, customs, and experiences of social groups, as well as manifests the organization of communities through their work, knowledge, and educational processes that emerge in time and space. In the first moment, we identify some emerging educational processes: the relation between food and knowledge; the production and manifestation of shared memories among women; and the strengthening and (re)existence of food practices. We highlight, in this way, the unveiling of practices and knowledge that differ in: 1) preserves, salted and acidulated; 2) creamy sweets, candied or dried jams; and, 3) dairy products derivatives. Therefore, in this article, it was possible to observe that the experiences, knowledge, and practices of food are related to work. With this, we understand that women re-signify their memories, so that “being a woman” implies sharing and reciprocity, as well as belonging through the awareness of popular knowledge and practices.

Palavras-chave : Work-Education; Relation; Memory; Women; Popular education.

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