The study of cultural transmission can help identify processes that influence knowledge systems dynamics and evolution, especially during childhood and youth, which are fundamental phases in acquiring survival skills. In this sense, we use the knowledge about useful restinga plants (Brazilian coastal vegetation) as an analytical model to describe, compare, and analyze cultural transmission during youth, while factoring in origin, in the Cabo Frio region, southeastern Brazil. We tested (1) whether transmission of knowledge is conservative, (2) whether immigration events define the transmission modes, (3) whether teaching is the most important social transmission cognitive process, and (4) which type of stimulus/context is most important for the knowledge transmission process. Questionnaires and free listings were applied to 150 high school students aged between 15 and 20 to obtain information about socioeconomic characteristics, useful plant knowledge, and cultural transmission. We analyzed the distribution of knowledge according to the informant’s origin and evaluated the models, processes, and context with which this information was transmitted. The chi-square test was used to determine the association between origin, plant knowledge, and transmission as well as to reveal the most important models, modes, and processes during youth. Informants provided 299 plant citations ( $$ \overline{x} $$ = 1.75; s = 1.73) related to 37 species. The categories of the most cited uses were edible (93) and medicinal (32). Statistical results showed that origin did not influence knowledge distribution and transmission. In addition, although the most relevant mode was the conservative (vertical) one, the one-to-many diffuse mode (teacher) was highlighted. The new environmental context for immigrants did not influence transmission, the main transmission process was teaching, and the learning contexts were predominantly school-related. Plant knowledge in youth was related to local edible and medicinal plants, indicating adaptive knowledge linked to material demands for survival. While the initial models for cultural transmission are family (vertical), during the development phase of juveniles, other actors become models (one-to-many). In addition, the nature of the information (survival demand) and age are more relevant to cultural transmission than the socio-environmental context.

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学校作为传播有用雷斯廷加植物当地知识的机会的作用：巴西东南部的经验

对文化传播的研究可以帮助确定影响知识系统动态和进化的过程，特别是在童年和青年时期，这是获得生存技能的基本阶段。从这个意义上说，我们使用有用的雷斯廷加植物（巴西沿海植被）的知识作为分析模型来描述、比较和分析青年时期的文化传播，同时考虑起源于巴西东南部卡波弗里奥地区。我们测试了（1）知识传播是否保守，（2）移民事件是否定义了传播模式，（3）教学是否是最重要的社会传播认知过程，以及（4）哪种类型的刺激/情境最重要用于知识传递过程。对 150 名 15 岁至 20 岁的高中生进行了问卷调查和免费列表，以获取有关社会经济特征、有用的植物知识和文化传播的信息。我们根据线人的来源分析了知识的分布，并评估了信息传输的模型、过程和上下文。卡方检验用于确定起源、植物知识和传播之间的关联，并揭示青年时期最重要的模型、模式和过程。线人提供了与 37 个物种相关的 299 个植物引文 ( $$ \overline{x} $$ = 1.75; s = 1.73)。被引用最多的用途类别是食用 (93) 和药用 (32)。统计结果表明，起源并不影响知识的分布和传播。此外，虽然最相关的模式是保守的（垂直）模式，但一对多的扩散模式（教师）被强调。移民的新环境背景并没有影响传播，主要的传播过程是教学，学习环境主要与学校相关。青少年的植物知识与当地的食用和药用植物有关，表明适应性知识与生存的物质需求有关。虽然文化传播的最初模型是家庭（垂直），但在青少年的发展阶段，其他参与者成为模型（一对多）。此外，信息的性质（生存需求）和年龄与文化传播比社会环境背景更相关。