Saberes de cozinheiras-educadoras em escolas Famílias Agrícolas do Vale do Rio Pardo/RS.

Abstract

This dissertation discusses the knowledge of cooks-educators at two Agricultural Family Schools in Vale de Rio Pardo, based on the dialectical relationship between work-education food. As food practices, food occupies a historical-cultural place, inseparable from social relations and work, for its concreteness. In this way, food practices transcend physical biological nutrition and make it possible to maintain human existence. This process of doing, from the perspective of work-education, reveals the knowledge necessary for the reproduction of food practices. In this sense, this research seeks to understand how the knowledge of cook educators in Agricultural Family Schools in Vale do Rio Pardo is manifested and characterized. The dimension of the manifestation of knowledge of food practices corresponds to the concrete context of codified practice, while critical analysis serves to understand this reality - a process in which it will be possible to characterize it in the theoretical context. Specifically, the aim is to understand the training of women as cook-educators; to identify and characterize how the knowledge of cook-educators is manifested in food practices; and to understand how the knowledge of cook-educators contributes to popular education in Vale do Rio Pardo. The research was carried out with four cook-educators from the two Agricultural Family Schools in the Vale do Rio Pardo - EFASOL and EFASC. The choice of method for analyzing the data produced collectively in the research is based on popular education and was built on and inspired by the Freirean method. Among the actions-reflections, we chose coding and decoding. Food practices in the region's EFAs are the existential situation to be codified, based on the knowledge, work and experiences of the participating women. I approached the empirical field, followed by four months of participant observation with the cook-educators. The experiences of the field research period were recorded in a field diary. I also used the technique of semi-structured interviews with each participant. The data produced was transcribed, systematized and organized into an analysis tool on Excel spreadsheets. It was identified that the cooks-educators' knowledge is manifested mainly in/by sharing, observation, practice, meanings, organization, care, teaching, dialogue, contradiction, criticality, autonomy, questions, manuality, praxis, systematization, making full use of food and adaptation. The knowledge could be characterized as knowledge of experience, knowledge of work, popular knowledge, knowledge of practice, culinary knowledge, know-how, technical knowledge, socially constructed knowledge and socially reproductive knowledge. Thus, the knowledge of the cooks-educators represents the reciprocity between work, education and food practices, a relationship of praxis based on the materiality of the reproduction of our existence, collectively.