Plant knowledge in children who inhabit diverse socio ecological environments in northwestern Patagonia
Patagonian children’s plant knowledge varies along urban/rural lines, and is highly influenced by plants and plant-related activities encountered in their immediate environments
This study compared plant knowledge of children from six schools located in three different environments of northwestern Patagonia – rural, urban, and semi-urban. The two rural schools are in national parks with distinct ecological environments: one in a forest; the other in a transition zone between forest and grassland. Most of the rural families and many of the semi-urban families are descendants from ancient Mapuche people. Most of the families of the urban zones are of mestizo origin.
Seventy-three children (age 11-12) participated in this study, with approximately the same number of children from each of the three different environments (rural, urban, and semi-urban). The children participated in semi-structured interviews conducted at their schools. During the interviews, children were asked to share information about which plants they knew, what they used them for, how and where they had learned about plants, and whether they gathered or cultivated plants.
There were similarities in the plant knowledge of children inhabiting the same type of socio-cultural environment. Children from rural areas mentioned a greater diversity of plants, more native species, more plants for medicinal and edible use, and more trees and herbs than children from semi-urban and urban areas. There were similar differences in the plants mentioned by children from semi-urban and children from urban areas, with the children from urban areas indicating less plant knowledge. Children from schools in the national parks mentioned a higher number of native plants than children from urban areas. Most of the plants mentioned by all the children were edible; and more exotic plants were mentioned than native plants. Additionally, most of the children mentioned plants they encountered in their daily lives and plants closely associated with activities carried out in their immediate environments.
These findings indicate that plant knowledge tends to be influenced not only by formal education but also by the school’s environmental setting, family customs, traditions, and values. Different socio-ecological contexts provide different opportunities to interact with plants in different ways. This research highlights the importance of first-hand experience in gaining knowledge of and making connections with plants.
Citation
Eyssartier, C., Margutti, L., Lozada, M., (2017). Plant knowledge in children who inhabit diverse socio ecological environments in northwestern Patagonia. Journal of Ethnobiology, 37(1),
