“Forgetting Green biographies”: memories and relationship with plants in the primary school

The research we present here has as its theoretical framework the relationship between education and nature promoted by Monica Guerra (2018) and Beate Weyland's interdisciplinary studies dealing with playful and sensory interaction with plants (Weyland 2022). Through the approach of Ethnobotany (Caneva, 2013), the reresearchers investigated on the relationship of a community of children, parents and teachers with plants. Moreover, this interconnection seems to influence their lives and culture. In particular, it is proposed to trace how the relationship developed by children and adults with plants sustains various 'oral traditions and expressions, including language as a vehicle of intangible cultural heritage' (UNESCO, 2003). Research confirms that it is essential for humans to learn to establish relationships with nature to improve their wellbeing and personal skills (Sumana Roy 2022; Lucy Jones 2020, Raith and Lude 2017). The aim of this research and educational practice, is to highlight a 'green biography' that emphasises the importance of learning, understanding and knowing through nature in order to relate to context, space, objects, memories and living beings. In this study, we present data collected in a primary classroom with 9-year-old children through conversations and interviews. The thematic analyses reveal the possibility of developing diverse and beneficial relationships with the natural world. Green memories support a new kind of re-connection with their children and school. The discussion focusses on the goal of using green biographies to introduce a new educational approach that stimulates awareness about the holistic essence of human being in connection with nature.