Plant knowledge in children who inhabit diverse socio-ecological environments in Northwestern Patagonia

CECILIA EYSSARTIER; LAURA MARGUTTI; MARIANA LOZADA

JOURNAL OF ETHNOBIOLOGY

SOC ETHNOBIOLOGY

Año: 2017 vol. 37 p. 81 - 96

0278-0771

In this study, we analyzed plant knowledge in children living in three environments of NorthwesternPatagonia. Given the differential socio-ecological circumstances of children?s lifestyles that condition their dailyactivities and perception-action patterns, we hypothesize that their plant knowledge will differ according to theirsocio-ecological environments. We conducted semi-structured interviews, in which children were asked tomention which plants they knew, what they used them for, how and where they had learned about plants, andwhether they gathered or cultivated plants. We interviewed 73 children who were 11 to 12 years old from urban,semi-urban, and rural contexts. Our results showed similarities in the plant knowledge of children inhabitingthe same type of socio-cultural environment. Children from rural habitats mentioned a greater diversity ofplants, more native species, more plants for medicinal and edible use, and more trees and herbs than childrenfrom semi-urban and urban areas. Additionally, children from semi-urban schools cited higher plant richnessand more native species, medicinal uses, and life forms than children from urban areas. Most of the plants namedby all children were edible species, followed by medicinal, and then ornamental; they also cited more exotic thannative plants. Most children referred to species used in their daily lives, suggesting the importance of embodiedexperience in relation to plant knowledge. The present study showed differential patterns of plant knowledge inchildren inhabiting distinct environmental contexts, indicating how experience promotes diverse cognitiveabilities related to children?s connection with plants.