Práticas educativas : saberes-fazeres do plantar, colher e cozinhar de mulheres rurais de Candelária.

Abstract

The dissertation originates from studies conducted with rural women participating in women’s rural groups in the municipality of Candelária, in the Vale do Rio Pardo/RS region. The study examines how educational practices occur within the knowledge and skills of rural women. The general objective is to analyze and understand, based on their narratives, the educational aspects of the knowledge and skills involved in planting, harvesting, and cooking. The specific objectives are: 1) To map and describe the knowledge and skills of rural women in their daily practices related to planting, harvesting, and cooking. 2) To analyze how rural women's traditional knowledge integrates with planting, harvesting, and cooking practices, considering their educational and cultural dimensions. 3) To discuss how these knowledge and skills promote educational leadership among rural women, contributing to the recognition of their knowledge and identities. The study involved ten rural working women living in the rural area of Candelária, responsible for the total or partial production of food for their households (both human and animal). Three visits were made to each participant’s residence. A qualitative research approach was adopted, with data collection through fieldwork, participant observation, journal records, and interviews. Data analysis was conducted using Discursive Textual Analysis for its flexibility and suitability to the research needs. The results reflect the mapping, description, and analysis of rural women’s knowledge and skills. Identified daily practices related to planting, harvesting, and cooking highlight the role of women as guardians of agricultural and culinary knowledge. Key findings include the preservation of heirloom seeds, land stewardship, and agricultural management techniques, recognized as part of these women’s cultural and educational heritage. Cooking practices bring forth recipes such as "cassava porridge" and "stewed potatoes with onions," which carry emotional memories and cultural markers transmitted across generations. Educational and cultural dimensions are also reflected in traditional techniques and modern adaptations, demonstrating the connection between ancestral knowledge and cultural innovation. The educational and cultural aspects of planting and harvesting are observed through daily observation and social interaction, fostering educational values in family and community spaces, such as household gardens and community events. Rural women’s educational leadership encompasses inclusive teaching practices, engaging all individuals regardless of gender, while promoting autonomy and the recognition of their knowledge. They act as educational leaders, facilitating knowledge transmission and strengthening the cultural identity of their families and communities. This study encourages reflection on education and rural women’s knowledge and skills, emphasizing the educational and cultural dimensions of planting, harvesting, and cooking.