Resumo

SANTOS, Daniela Carolina Diaz. Ethnographic study on everyday and school knowledge in rural schools off Uruguay. Psicol. Conoc. Soc. [online]. 2021, vol.11, n.1, pp.116-129.  Epub 01-Jun-2021. ISSN 1688-7026.  https://doi.org/10.26864/pcs.v11.n1.8.

A study in two rural schools in Uruguay is presented. Its objective was to identify ways of presenting everyday knowledge in the classroom and describe teaching practices that consider them and relate them to schoolchildren from the interpretive framework of constructivism and cultural psychology. Two nearby single-teacher schools were selected with similar characteristics in relation to geographic environment and socio-productive characteristics of the families, but with the difference that in one of them a center project linked to rural productive activities was presented. The research methodology was qualitative through the ethnographic method, using observations and interviews with both children and teachers as information gathering techniques. The following categories of analysis were constructed: characteristics and conditions of appearance and presentation of everyday knowledge; teaching practices that take into account everyday knowledge and the relationships between everyday and school knowledge established in the classroom. The results highlight that everyday knowledge is present in different ways, either by spontaneous presentation of children or by teaching practices that foster relationships with different levels of complexity. This allows us to conclude that, despite the differences in teaching activities, both schools function as communities of practice where meanings are negotiated.

Palavras-chave : Everyday knowledge; school knowledge; rural schools.

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