In this work, which is based on non essential cultural theoretical conceptions, we try to understand how local schools of the town of Abaíra (BA) can contribute to lessening social tensions and to creating a critical position for the students who face local issues of identity, which have been built around the production of hand-made cachaça. We directed the educative actions in a socio-anthropological study which legitimated our purpose of achieving in making school more meaningful, in order to link curricular activities to social activities. Using the concept of circularity among cultural practices and the educational field, we discovered the possibility of using particular cognitive models of our daily lives linked to a rational technical-scientific approach. In local experience, among the multiple techniques adopted to check if the cachaça is strong, there is a special the test of the ajofe, a method that has a profound historical and cultural meaning, and the alcoholmetry, which involves technical-scientific understanding acquired through the new social configurations.
Cultural changes; Daily knowledge; Scientific knowledge; School learning; Cachaça
