NIÑEZ Y CONOCIMIENTOS ECOLÓGICOS LOCALES DE LOS BOSQUES ANDINO-PATAGÓNICOS DE ARGENTINA. RECOMENDACIONES PARA EL TRABAJO ETNOBIOLÓGICO EN EL AULA

: Numerous studies have shown that if children's local ecological knowledge (CELNs) is included in the school programme, it becomes a didactic tool for integration in terms of cognitive and interculturality. In this paper, we analyze three studies carried out with primary school children from three different socio-cultural contexts (semi-rural-creole, rural-indigenous people, and urban-multicultural) in the Andean-Patagonian forests of Argentina. The objective was to discuss the distinctive elements of the three experiences articulating ethnobiology and education to provide guidelines for further research. F or every case study, the general premises of “science in the classroom” were followed, whereas in the ethnobiological field, the general concept of local ecological knowledge was considered. The first case study explored the persistence of the ancient practice of gathering pewén pine nuts (Araucaria araucana (Molina) K.Koch) in the rural mapuche community Aigo. For the second case, work was carried out in two semi-rural schools in El Foyel and Rio Villegas on terrestrial invertebrate knowledge. Finally, in Bariloche city, research was conducted regarding knowledge on wild edible plants, with a focus on who had taught the children to recognise them. Our results show that it is possible to integrate CELNs as part of school programmes, promoting a pluralistic and locally-engaged education. We have elaborated 10 substantial recommendations for ethnobiological work with children in schools based on our experience. We believe that adapting diverse pedagogical and ethnobiological proposals to specific circumstances is critical. Such proposals should build emotional experiences and promote embodied knowledge. Introducing an ethnobiological perspective into the classroom becomes an essential means of fostering sensitive thinking so as to avoid segregating nature and culture, thus enhancing a harmonious bond between children and their environment.