Sabores que cuentan historias: La cocina como legado vivo | Rosalba Morales Bartolo | TEDxMorelia

Childhood and Learning about Corn

• Childhood experiences and learning about corn (maíz) began at a young age, specifically with Abuelo Jesús, who taught the importance of planting corn seeds with care and covering them with one's foot or hands (1m16s).
• There are various types of corn, including the type that is planted at the foot of a water source, in the middle of a hill, and at the top of a hill; the corn planted at the top is considered the strongest and is harvested last (2m4s).
• In the community, there are different colors of corn, such as white, purple, red, and a mix of colors, known as "tangui," which is used for various dishes like tole, pozole, and tortillas (2m34s).

Learning to Cook Traditional Dishes

• Learning to cook, specifically making tortillas, was an essential part of childhood, and it remains a crucial aspect of traditional cooking today (2m57s).
• The process of making tortillas involves using masa, which comes in different colors, including a preferred blue color that produces soft and aromatic tortillas (3m14s).
• Childhood was spent learning various traditional dishes and cooking techniques from family members, including making thick tortillas, cooking fish, and preparing atole and atacas (3m39s).
• Other essential skills learned during childhood include cleaning and preparing ingredients like ajolotes, which were a common food source at the time (4m11s).
• The importance of learning from family members, particularly mothers, aunts, and grandmothers, was emphasized, as they played a significant role in passing down traditional cooking techniques and recipes (4m23s).
• The narrator's grandmother was the only one who had patience with them in the kitchen, teaching them how to make salsas and food in a molcajete (4m38s).

First Migration to Guadalajara

• At 14 years old, the narrator's mother took them to Guadalajara due to financial difficulties, marking their first migration (4m56s).
• In Guadalajara, the narrator formally started preparing food for people and learned about new ingredients like pimienta and white wine (5m11s).
• They worked at a taqueria, where they became skilled at making tortillas, but eventually, a machine replaced them (5m41s).
• The narrator then worked at an ice cream shop, where they learned about traditional treats like nieve de garrafa and tejuino (6m0s).
• They later worked with Japanese people, who taught them discipline and introduced them to authentic Japanese cuisine and healthy eating habits (6m23s).

Migration to the United States

• The narrator's second migration was to the United States, motivated by the loss of their family home and the desire to build a new life (7m17s).
• They left behind a 7-month-old son and traveled to the US, passing through Nogales, Arizona, and crossing under a bridge (8m3s).
• The narrator's decision to migrate to the US was influenced by the stories of young people from their town who sought the "American dream" (7m43s).
• The narrative describes a challenging journey to the United States, where three individuals traveled to Tucson for work. This experience was significant and difficult, involving multiple trips and the responsibility of caring for a young child. (8m49s)
• Over a period of seven years, work in the United States included agricultural labor, such as picking asparagus, blueberries, blackberries, peaches, and pears, often for long hours. This was part of pursuing the "American dream" to earn and bring back resources. (9m41s)
• In addition to agricultural work, there was also employment in a restaurant, with shifts from 5 PM to 2 AM, leaving little time for sleep. This period was marked by hard work and minimal rest. (10m29s)

Ecotourism Restaurant and Entrepreneurial Journey

• Upon returning to the community of San Jerónimo in 2003, an opportunity arose in 2005 to participate in a training program for an ecotourism restaurant project. This initiative involved several women from the community. (11m1s)
• Despite the initial lack of resources such as tables, plates, and cooking utensils, the restaurant was set up with borrowed items, and eventually, proper furnishings were acquired. This experience provided valuable learning about local culinary preferences and operations. (11m33s)
• After the closure of the ecotourism restaurant, a decision was made to start a personal entrepreneurial venture in traditional cooking, motivated by a period of reflection and encouragement from family. (12m35s)
• In 2003, a business was started with minimal resources, including a small table, stove, and chimney, after leaving an ecotourism restaurant. The business involved selling tortillas, atole, and meals to generate income for supporting three children. (13m9s)
• The initial offerings were adjusted based on local demand, focusing on items popular with young people, such as tostadas, cocktails, and shrimp soup. (13m39s)
• In 2010, the State of Michoacán's tourism department recognized the region's intangible cultural heritage, leading to a search for traditional cooks. Participation in this initiative resulted in winning first place in the "rescue" category for a dish that was difficult to perfect, as it was a family recipe passed down from a grandmother and mother. (14m4s)
• The business continued for two more years, attracting tourists interested in traditional cuisine and colored tortillas. This led to a decision to focus entirely on traditional cooking, with gratitude expressed to previous customers. (14m59s)

Focus on Traditional Cooking

• The transition to traditional cuisine was supported by social media, and the new venture involved serving authentic traditional dishes by reservation in the community. (15m36s)
• The business attracted international visitors, including Japanese tourists, who were shown how to prepare traditional salsa using ingredients from a personal garden. The preparation emphasized the cultural heritage and the importance of traditional cooking passed down from ancestors. (16m5s)
• The speaker's salsa recipe includes two chilitos perones, semilla de calabaza asada, jitomates, and tomates verdes, but it's not a lot of salsa, so they eat a little (17m17s).

Traditional Cooking in San Jerónimo

• In the community of San Jerónimo, there is no menu in the speaker's kitchen; they serve what is in season, such as hongos, quelites, and their famous taco de charales (17m42s).
• The charales are cleaned one by one, removing the galla and escama, and if they don't have a small hole near their head, they are not considered clean (18m1s).
• The goal is for tourists to return and recommend the speaker's traditional cooking, which is a unique experience that starts when customers sit down (18m29s).
• Before serving, the speaker asks customers if they eat meat, fish, or are vegan to accommodate their needs (18m34s).
• Traditional Michoacan cuisine is often misunderstood and is not just about carnitas, pan, vasos, tacos dorados, quesadillas, crema, and queso, but rather about using products like semillas, quelites, epazote, maíces, and calabacitas (19m3s).
• The speaker's traditional cooking does not include frying or using manteca, and their corundas are made with just masa, unless a customer specifically requests manteca (19m39s).
• A corunda is a ball of masa with salt, wrapped in a leaf, and is part of the community's legacy, which was investigated by UNESCO for its health benefits (20m10s).

Reflection and Appreciation

• The speaker is proud to share their traditional cooking and considers it their soul and heart (21m41s).
• A person expresses their willingness to defend any country and all of Mexico, wherever they may be taken, as they feel empowered and free like butterflies (21m54s).
• The person appreciates the applause and acknowledges that it is beautiful to flourish and also beautiful to be on the journey that leads to growth (22m12s).
• The person's statement is followed by music, indicating a moment of reflection and appreciation for the journey of self-discovery and empowerment (22m20s).