The Learning of Cooking in the Light of the Social Practices and the Organizational Aesthetics

Soares, Lídia Cunha; Bispo, Marcelo de Souza

doi:10.15728/bbr.2017.14.2.6

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Articles • BBR, Braz. Bus. Rev. 14 (2) • Mar-Apr 2017 • https://doi.org/10.15728/bbr.2017.14.2.6 copy

The Learning of Cooking in the Light of the Social Practices and the Organizational Aesthetics

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

The aim of this article was to analyze the learning process of cooking in the two regional restaurants from the Brazilian northeast in the light of social practices and the organizational aesthetics. Thereby, it carried out a qualitative research drawn on an aesthetic approach. The construction of empirical data was through the mehod of zooming in and zooming out, operationalized through participant observation, informal conversations, and semi structure interviews. The analysis were carried out using aesthetics categories related to the cooking practice. The results show that the cooking learning occurs through the use of perceptive faculties along with collective aesthetic judgements constituting the social practice of cooking. Conclusions highlight that the cooking practice implies on the taste making that represents a sensible knowledge resulted from what is touchable, visible, hearing, smelled, and tasted.

Keywords:
Organizational Aesthetics; Situated learning; Cooking; Practice; Sensible knowledge

IMPORTANT CONCEPTS
Legitimate peripheral participation	It is the process by which a new entrant in a community seeks to achieve legitimacy within a group. The individual starts as a peripheral and not legitimized participant, and should learn the “rules of the game” in order to gain space to naturally gain a more central position with more responsibility in the group in order to establish the condition of effective and legitimate membership. This is not a formal process, but full of informal tacit elements (LAVE, WENGER,1991LAVE, J.; WENGER, E. Situated Learning: legitimate peripheral participation. Nova York: Cambridge University Press, 1991.).
Community of practice	Is a network formed by all actors participating in the practice (LAVE, WENGER,1991LAVE, J.; WENGER, E. Situated Learning: legitimate peripheral participation. Nova York: Cambridge University Press, 1991.).
Learning Curriculum	Set of attributes and skills that beginners should learn to become practitioners of a specific community (LAVE, WENGER,1991LAVE, J.; WENGER, E. Situated Learning: legitimate peripheral participation. Nova York: Cambridge University Press, 1991.).
Situated curriculum	A type of tacit and symbolic content that reveals the modus operandi of a particular group is to understand how a group “works” through what is often not said, but is perceived. The learning of this curriculum is fundamental to gain legitimacy in a group (GHERARDI, 2006GHERARDI, S. Organizational knowledge: the texture of workplace learning. Oxford: Blackwell, 2006., 2012GHERARDI, S. How to conduct a practice-based study: problems and methods. Cheltenham: Edward Elgar, 2012. pp. 155 - 177.; BISPO, 2013aBISPO, M. de S. Aprendizagem organizacional baseada no conceito de prática: contribuições de Silvia Gherardi. REV. ADM. Mackenzie, v.14, n..6, p. 132-161. 2013a.).

AESTHETIC CATEGORIES
Beauty represents luminosity, symmetry, ability to attract or deceive, persuasive force.
The sacred involves the legendary and fantastic phenomena that represent that which is wonderful, inexplicable, invisible, unusual, unforgettable, exceptional and divine.
The sublime is the product of the nobility of a soul that clings to holiness and purity. It values moral rectitude, dignity and nobility of spirit in organizational life.
The picturesque may refer to rough and rustic landscapes, which are bizarre and unusual, as well as to describe a colorful, pleasant and unusual daily action that evokes aesthetic emotions and relate to other family landscapes.
The comic is the expression of the grotesque in organizational life. The irony, laughter, sarcasm, sense of humor.
The agogic categories are related to rhythm. They focus on the whole rhythm of organizational activities, with music, ordering the sequence of dance steps, movements in a painting, as well as peak and off working times.
The ugly is the absence of the beautiful. It causes a malaise, it is dangerous, aggressive, shocking, impure, asymmetrical, unpleasant and disgusting.

Fictitious name	Role	Tempo de restaurante	Formação	Experiência
Restaurant time	Cook	1 year and 10 months	Full High School	Had no prior experience, joined the company as a general service assistant.
Mateus	Cook	3 months	Ongoing tech course in gastronomy	13 years
Daniela	Kitchen assistant	1 year	High School	Had no previous experience.
Silvia	Kitchen assistant	8 months	Full High School	Had no previous experience.
Flavia	Kitchen assistant	12 months	Incomplete high school	6 years’ experience.
Amanda	Kitchen assistant	1 year and 9 months in house	Elementary School	4 years’ experience.
Luiz	Maître	4 years	-	-

Interviewee	Date	Duration	Observations
OWNER OF RI	12/12/2014	26 minutes and 10 seconds	Family restaurant, the owner's son, manage (financial, purchasing, stock and person) o restaurant.
OWNER OF RII	25/11/2014	39 minutes 38 seconds	Partner, runs the restaurant.

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[1] *Author for correspondence: †. Faculdade Adventista Paranaense - IAP. PR-317 - Zona Rural, Ivatuba - PR, CEP: 87130-000, Brasil. E-mail: lidiacsoares@gmail.com