Infant cultures of Pantanal children in a school context: protagonism as an development of local culture element

Abstract The Pantanal region of Mato Grosso do Sul, through the implementation of its farm schools, opens up possibilities for investigation and, in this context, this text emerges, presenting an excerpt of doctoral research. The investigation, with a qualitative approach and ethnographic nature, had as subjects children from a farm located in the municipality of Aquidauana, state of Mato Grosso do Sul. The text in question aims to identify the re(creations) and appropriations of Pantanal children in infant games, in a school context, illustrative of their protagonism and landmark of the local culture. It is anchored in the assumptions of the Sociology of Childhood, which recognizes children as social actors, protagonists of their life stories. It uses participant observation, field notebook, photographs, and conversation circles for data collection, as a way of getting to know the group and interacting during their games, which manifest children’s protagonism. The results show that Pantanal children, through interactive actions in their games, carry individual knowledge built in the daily experiences of their broader social and cultural worlds and, in some way, assume shared elements of interaction with other children and adults, thus generating the re(creations) and appropriations of their Pantanal lives.摘要 巴西南马托格罗索州的潘塔纳尔（Pantanal）地区依托其农场学校的实践探索，为相关研究开辟了可行路径。本文正是在此背景下形成，呈现了一项博士研究的节选内容。本研究采用质性研究方法且具备民族志属性，研究对象为南马托格罗索州阿基达乌阿纳市某农场的儿童。本文旨在探究学校场景中潘塔纳尔儿童在幼儿游戏中的再创造（re(creations)）与文化挪用行为，以此阐明其主体能动性，并彰显当地文化的标志性特质。本研究锚定童年社会学（Sociology of Childhood）的理论假设，该理论将儿童视作社会行动者，是自身人生叙事的主导者。研究采用参与式观察（participant observation）、实地笔记（field notebook）、摄影及对话圈（conversation circles）作为数据收集手段，以期深入了解该群体并在其游戏过程中开展互动，上述环节均体现了儿童的主体能动性。研究结果显示，潘塔纳尔儿童通过游戏中的互动行为，传承了其在更广阔社会与文化场域的日常经验中构建的个体知识，并在一定程度上吸纳了与其他儿童及成人互动的共享元素，由此催生了对自身潘塔纳尔生活的再创造与文化挪用。