Children's use of time and traditional ecological learning. A case study in two Amazonian indigenous societies

Learning and Individual Differences

Volumn 27, Issue , 2013, Pages 213-222

  Ruiz Mallén, Isabel ^a   Morsello, Carla ^b   Reyes García, Victoria ^a   De Faria, Renata Barros Marcondes ^b  

^a INSTITUT DE CIÈNCIA I TECNOLOGIA AMBIENTALS   (Spain)

^b UNIVERSITY OF SÃO PAULO   (Brazil)

Author keywords

Arawet ; Children; Kayap ; Time allocation; Traditional ecological knowledge

Indexed keywords

EID: 84890169988     PISSN: 10416080     EISSN: 18733425     Source Type: Journal    
DOI: 10.1016/j.lindif.2012.12.012     Document Type: Article

References (61)

1. Armitage J., Ferreira J.B., Harbison R.W., Holsinger D.B., Helio R. School quality and achievement in rural Brazil. Discussion paper no. 25. Education and training series 1986, The World Bank, Washington, D.C.
2. Arnaud E. Mudanças entre grupos indígenas Tupi da região do Tocantins-Xingu (Bacia AmazÔnica). Boletim do Museu Paraense Emílio Goeldi - Antropologia 1983, 84:1-50.
3. Atran S., Sperber D. Learning without teaching: Its place in culture. Culture, schooling, and psychological development 1991, 39-55. Ablex Publishing Corp., Norwood. L. Tolchinsky-Landsmann (Ed.).
4. Balée W., Moore D. Similarity and variation in plant names in five Tupi-Guarani languages (Eastern Amazonia). Bulletin of the Florida Museum of Natural History Biological Sciences 1991, 35(4):209-262.
5. Benz B.F., Cevallos J., Santana F., Rosales J., Graf S. Losing knowledge about plant use in the Sierra de Manantlan Biosphere Reserve, Mexico. Economic Botany 2000, 54(2):183-191.
6. Berkes F. Traditional ecological knowledge in perspective. Traditional ecological knowledge: Concepts and cases 1993, 1-9. International Development Research Centre and the Canadian Museum of Nature, Ottawa. J.T. Inglis (Ed.).
7. Berkes F., Colding J., Folke C. Rediscovery of traditional ecological knowledge as adaptive management. Ecological Applications 2000, 10(5):1251-1262.
8. Bernard F.R., Pelto P.J., Werner O., Boster J., Romney A.K., Johnson A., et al. The construction of primary data in cultural anthropology. Current Anthropology 1986, 27(4):382-396.
9. Betzig L.L., Turke P.W. Time allocation: Observation and intention. Current Anthropology 1985, 26(5):647-650.
10. Botha L.R. Indigenous knowledge as culturally-centred education in South Africa. African Education Review 2010, 7(1):34-50.
11. Cohn C. Crescendo como um Xikrin: uma análise da infancia e do desenvolvimiento infantil entre os Kayapó-Xikrin do Bacajá. Revista de Antropologia USP 2000, 43(2):195-222.
12. Cole M. Cross-cultural and historical perspectives on the developmental consequences of education. Human Development 2005, 48:195-216.
13. Colfer C.J.P., Wadley R.L., Venkateswarlu P. Understanding local people's use of time: a pre-condition for good comanagement. Environmental Conservation 1999, 26(1):41-52.
14. Cruz-Garcia G.S. The mother-child nexus. Knowledge and valuation of wild food plants in Wayanad, Western Ghats, India. Journal of Ethnobiology and Ethnomedicine 2006, 2:39.
15. Demps K., Zorondo-Rodríguez F., García C., Reyes-García V. Social learning across the lifecycle: Cultural knowledge acquisition for honey collection among the Jenu Kuruba, India. Evolution and Human Behavior 2012, 33:460-470.
16. Erasmus C.J. Work patterns in a Mayo Village. American Anthropologist, New Series 1955, 57(2-1):322-333.
17. Etkin N.L. Eating on the wild side: The pharmacologic, ecologic, and social implications of using noncultigens 2000, University of Arizona Press, Tucson.
18. Faria, R.B.M. (2007). Povos indígenas na AmazÔnia e o Mercado de produtos forestais não madeireiros: efeitos no uso de recursos naturais pelos Araweté. Master Thesis. Pograma de PósGraduação em Ciência Ambiental, Universidade de São Paulo.
19. Gadgil M., Berkes F., Folke C. Indigenous knowledge for biodiversity conservation. Ambio 1993, 22:151-156.
20. Gaskins S. Children's daily activities in a Mayan village: A culturally grounded description. Cross-Cultural Research 2000, 34(4):375-389.
21. Godoy R., Reyes-Garcia V., Broesch J., Fitzpatrick I., Giovannini P., Rodriguez M., et al. Long-term (secular) change of ethnobotanical knowledge of useful plants separating cohort and age effects. Journal of Anthropological Research 2009, 65:51-67.
22. Greenfield P.M., Maynard A.E., Childs C.P. Historical change, cultural learning, and cognitive representation in Zinacantec Maya children. Cognitive Development 2003, 18:455-487.
23. Greenfield P.M., Maynard A.E., Martí F.A. Implications of commerce and urbanization for the learning environments of everyday life: A Zinacantec Maya family across time and space. Journal of Cross-Cultural Psychology 2009, 40(6):935-952.
24. Gross D.R. Time allocation: A tool for the study of cultural behavior. Annual Review of Anthropology 1984, 13:519-558.
25. Grupioni L.D.B. Censo Escolar Indígena 2010, Instituto Socioambiental, São Paulo.
26. Guest G. Market integration and the distribution of ecological knowledge within an Ecuadorian Fishing Community. Journal of Ecological Anthropology 2002, 6:38-49.
27. Gurven M., Kaplan H., Gutierrez M. How long does it take to become a proficient hunter? Implication for the evolution of delayed growth. Journal of Human Evolution 2006, 51:454-470.
28. Hewlett B.S., Cavalli-Sforza L.L. Cultural transmission among Aka Pygmies. American Anthropologist 1986, 88:922-934.
29. Hunn E. Evidence for the precocious acquisition of plant knowledge by Zapotec children. Ethnobiology and biocultural diversity 2002, 604-613. University of Georgia Press, Athens. F.S. Wyndham, R.K. Zarger, J.R. Stepp (Eds.).
30. Hynes A.L., Brown A.D., Grau H.R., Grau A. Local knowledge and the use of plants in rural communities in the Montane Forests of Northwestern Argentina. Mountain Research and Development 1997, 17(3):263-271.
31. ISA Povos Indígenas no Brasil: Kayapó, Araweté. Instituto Socioambiental Available at:, (accessed 15 November 2011). http://pib.socioambiental.org/pt.
32. Johnson A., Sackett R. Direct systematic observation of behavior. Handbook of methods in cultural anthropology 1998, 301-330. AltaMira, Walnut Creek, CA. H.R. Bernard (Ed.).
33. Laird S. Biodiversity and traditional knowledge: Equitable partnerships in practice 2002, Earthscan, London.
34. Lancy D.F. Playing on the mother-ground: Cultural routines for children's development. Culture and human development 1996, Guilford Press, New York.
35. LeVine R. Ethnographic studies of childhood: A historical overview. American Anthropologist 2007, 109(2):247-260.
36. Lozada M., Ladio A.H., Weigandt M. Cultural transmission of ethnobotanical knowledge in a rural community of Northwestern Patagonia, Argentina. Economic Botany 2006, 60:374-385.
37. Martínez-Rodríguez, M.R. (2009). Ethnobotanical knowledge acquisition among Tsimane' children in the Bolivian Amazon. University of Georgia, Athens, PhD dissertation.
38. Mcdade T., Reyes-Garcia V., Leonard W., Tanner S., Huanca T. Maternal ethnobotanical knowledge is associated with multiple measures of child health in the Bolivian Amazon. Proceedings of the National Academy of Sciences of the United States of America 2007, 104:6134-6139.
39. Morelli G.A., Rogoff B., Angelillo C. Cultural variation in young children's access to work or involvement in specialised child-focused activities. International Journal of Behavioral Development 2003, 27(3):264-274.
40. Morsello, C. (2002). Market Integration and Sustainability in Amazonian Indigenous Livelihoods: the case of the Kayapó. PhD Thesis. University of East Anglia.
41. Nogueira M.A. Convertidos e oblates - Um exame da relação classes médias/escola na obra de Pierre Bourdieu. Educação, Sociedade & Culturas 1997, 7:109-129.
42. Ohmagari K., Berkes F. Transmission of indigenous knowledge and bush skills among the western James Bay Cree women of subarctic Canada. Human Ecology 1997, 25:197-222.
43. Posey D.A. Indigenous management of tropical forest ecosystems: The case of the Kayapó Indians of the Brazilian Amazon. Agroforestry Systems 1985, 3:139-158.
44. Reyes-García V., Godoy R., Huanca T., Leonard W.R., McDade T., Tanner S., et al. The origins of monetary income inequality. Patience, human capital, and division of labor. Evolution and Human Behavior 2007, 28:37-47.
45. Reyes-García V., Kightley E., Ruiz-Mallén I., Fuentes-Peláez N., Demps K., Huanca T., et al. Schooling and local environmental knowledge: Do they complement or substitute each other?. International Journal of Educational Development 2010, 30:305-313.
46. Reyes-García V., Vadez V., Godoy R., Huanca T., Leonard W.R., McDade T., et al. Non-market returns to traditional human capital: Nutritional status in a native Amazonian society. Journal of Development Studies 2008, 44(2):206-221.
47. Reyes-García V., Vadez V., Tanner S., Huanca T., Leonard W.R., McDade T. Ethnobotanical skills and clearance of tropical rain forest for agriculture: A case study in the lowlands of Bolivia. Ambio 2007, 36(5):406-408.
48. Ruddle K., Chesterfield R. Education for traditional food procurement in the Orinoco delta. Ibero-Americana 53 1977, University of California Press, Berkeley.
49. Ruiz-Mallén I., Barraza L., Bodenhorn B., Ceja-Adame M.P., Reyes-García V. Contextualising learning through the participatory construction of an environmental education programme. International Journal of Science Education 2010, 32(13):1755-1770.
50. Santos M.C. The encounter of non-indigenous teacher educator and indigenous teacher: The invisibility of the challenges. ZDM Mathematics Education 2010, 42:305-313.
51. Serpell R. The significance of schooling: Life-journeys in an African society 1993, Cambridge University Press, Cambridge.
52. Setalaphruk C., Price L.L. Children's traditional ecological knowledge of wild food resources: A case study in a rural village in Northeast Thailand. Journal of Ethnobiology and Ethnomedicine 2007, 3:33-44.
53. Silva K.G., Correa-Chávez M., Rogoff B. Mexican-heritage children's attention and learning from interactions directed to others. Child Development 2010, 81(3):898-912.
54. Sternberg R.J., Nokes C., Geissler P.W., Prince R., Okatcha F., Bundy D.A., et al. The relationship between academic and practical intelligence: A case study in Kenya. Intelligence 2001, 29:401-418.
55. Stross B. Acquisition of botanical terminology by Tzeltal children. Meaning in Mayan languages 1973, 107-141. Mouton, The Hague. M.S. Edmonson (Ed.).
56. Toledo V.M. Ecología, Espiritualidad y Conocimiento. De la sociedad del riesgo a la sociedad sustentable 2003, PNUMA, Universidad Iberoamericana, Mexico.
57. Turner T. Social body and embodied subject: Bodiliness, subjectivity, and sociality among the Kayapo. Cultural Anthropology 1995, 10(2):143-170.
58. Viveiros de Castro E. From the enemy's point of view: Human and divinity in an Amazonian society 1992, The University of Chicago Press, Chicago.
59. Zarger, R.K. (2002). Children's ethnoecological knowledge: situated learning and the cultural transmission of subsistence knowledge and skills among Q'eqchi' Maya. Ph.D. dissertation, University of Georgia.
60. Zent S. The quandary of conserving ethnoecological knowledge: A Piaroa example. Ethnoecology: Knowledge, resources and rights 1999, 90-124. University of Georgia Press, Athens, GA. G. Gragson, B. Blount (Eds.).
61. Zimmermann B., Peres C.A., Malcolm J.R., Turner T. Conservation and development alliances with the Kayapó of south-eastern Amazonia, a tropical forest indigenous people. Environmental Conservation 2001, 28(1):10-22.