Ce que le cœur sert à penser.

Collomb, Natacha

doi:10.4000/lhomme.22610

Cited by 2 publications

(1 citation statement)

References 5 publications

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“…Consistently throughout these observations and accounts I saw that in the Tapajós region, not only do the more experienced not try to help beginners, they complicate the task for them by inserting obstacles, imposing bans, and delivering punishments throughout the learning process. I never observed adults making any kind of child‐sized tools (or toys; see, for example, Rival :117 or Collomb :31), and children have a hard time obtaining full‐sized tools. In most cases, they have to take them secretly and discretely practice their use.…”

Section: Children Learning Despite Adultsmentioning

confidence: 99%

Despite Adults: Learning Experiences on the Tapajós River Banks

Medaets¹

2016

Ethos

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In this article, I analyze learning practices that take place in the everyday life (outside of school or other institutional setting) of two villages in the Amazonian region of the Tapajós River basin in Brazil. These practices closely match the main attributes of what has been referred to as a “learning through intent participation” (Rogoff et al. 2003), or “learning as progressive participation in communities of practice” (Lave and Wenger 1991) model—with one important difference. While the child learners may be keen participant observers, the experts display little interest in collaborating with novices or evince much empathy for them. I will describe and analyze the relationship between the rather disengaged experts and the eager novices, showing that this process can only be understood if we consider broader aspects of social relationships among peoples of the Tapajós.

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Section: Children Learning Despite Adultsmentioning

confidence: 99%