HEALING KNOWLEDGE: PERSPECTIVES FOR WORKING WITH THE RECIPE GENRE IN THE CLASSROOM

Abstract

This paper aims to propose a pedagogical practice based on narratives of healing knowledge, integrating orality, reading, writing and listening to recipes for the use of medicinal plants. This approach combines popular knowledge and literacy practices, revealing identity and memory in the school context. We take as a starting point the memory of generational knowledge transmitted by older family members, in a dialogical construction of knowledge that comes together within the school and manifests itself in a curriculum that prioritizes relevant experiences and memories in contemporary times, reactivating ancestral knowledge. This proposal aims to gather and associate traditional knowledge with formal knowledge addressed in the classroom and revealed within the family. According to Tadeu (2013), the integration of popular knowledge into the school curriculum enriches the educational process. Sousa (2000) argues that orality is a powerful tool in the transmission of traditional knowledge. Lima (2003) highlights the importance of literacy practices in valuing students' cultural identity. Marcuschi (2010) points out the relevance of writing and reading in the construction of meaningful knowledge. Oliveira (2018) emphasizes listening as a fundamental element in learning about medicinal plants. Dolz (2011) emphasizes the need for a curriculum that values ​​students' memories and experiences.