CONICET | Buscador de Institutos y Recursos Humanos

Ñeovanga porangueí The lucky ones who play, childs in religios mbyá guarani words Brief description In the not sedentary indigenous peoples of South America, the toys have a limited development, however the game is presented as a central element in the circulation of knowledge, for key areas as subsistence and religion, among others. Abstract (Play and identity) Actually, I am very interested in considering the relationship between children´s knowledge and experience. At the beginning of my fieldwork in 2003, I was interested in asking the children to teach me their games. I stay next to them and request participation in order to acquire the necessary skills. At that time I was in a village where children engaged in very long lines of Kapichu´a. In my learning the techniques and rules, but the central slogan that children conveyed (to me and those who would like to learn) was "Look", the observation was the strategy followed by learning and advised them (N 3. 27/04 / 03) The comment should not be new to anthropology, of course, but the suggestion of the children of this form of learning was a relevant figure. This association revitalize our views about and allows us to enter a plane of develops outside the school area. The report of games allow us to identify practical ways in which children recognize the territory and its potential, placed traps, attached to collect honey, they know how to cook, and centrally manage the gods listen to the community that are part of. The question of experience has been of great importance for the development of the Latin American anthropology (Rockwell). Fundamentally the relation between anthropology and education have nurtured of this concept. Our interest will emphasize the importance of developing children´s activities, considering that these are built on the elements necessary for "being mbya" (teko). The time of children by adults is defined as a permanent game (ñeovanga), both are playing in the water (and) or in the bush (ka´a) or in the religious ceremonies. The risk that the theories on child development have gone is to become a-historical, in its eagerness to generalize child development. Our work is proposed from the experiences of children as an element to work on specific situations of development. These activities are crossed by age and gender issues. We agree with Toren (1993) in consider that the categories that children use to learn are as important as those of adults, these categories are not just linguistic, some dimensions of what may be expressed in the games. Mbyá Guarani communities in the province of Misiones, are located only in rural areas, there is no urban centers in Argentine. More than half of the inhabitants of the nuclei with a minor under 14 years (for cases reviewed 60%). The use of Mbyá language is majority in the domestic sphere. Currently one third of the child population has access to schooling. In this context children´s activities are diverse and allow us to identify various aspects of the environment in which they are registered. Methodologically believe that the registration of recreational experiences must be addressed through a series of perceptions that are beyond words by using records of experience.

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