RCE Lima Callao-2014
1. Name of RCE :
RCE Lima-Callao
3. Country:
Peru
5. Project Title:
Diploma course on Biodiversity and Intercultural Dialogue of Knowledge Systems
7.Project Partner Contact Information Provide information about the main contacts for the project. :
Organization:
Instituto Peruano del Pensamiento Complejo Edgar Morin -IPCEM/ Ricardo Palma University
Role:
Project coordinator, project organizer and academic support.
Main Contact:
Teresa Salinas
Organization:
Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH Office Peru
Role:
Sponsorship and funding of the project
Main Contact:
Silke Spohn
Organization:
Programa Desarrollo Rural Sostenible (PDRS)/Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH - Office Peru
Role:
Project development contributor and funding of the project
Main Contact:
Eloísa Tréllez Solís
Organization:
Proindígena/ Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH - Office Peru
Role:
Funding of the project
Main Contact:
Vladimir Pinto
Organization:
United Nations Environment Program / Regional Office for Latin America and the Caribbean
Role:
Funding of the project
Main Contact:
Isabel Martínez
Organization:
RCE Lima-Callao
Role:
Project development contributor and project development executor
Main Contact:
Teresa Salinas
Organization:
Ricardo Palma University
Role:
Academic acreditation and certification, virtual platform contributor, funding of the project
Main Contact:
Iván Rodríguez Chávez
Organization:
NGO Programa Andino de Tecnologías Campesinas -PRATEC
Role:
Academic support contributor
Main Contact:
Jorge Ishizawa Oba
9. Project Description Provide a short description of the project including regional challenges it addresses, its aims as well as project activities/strategies Allow text field (character count 500 words):
In 2012, the Regional Centre of Expertise on Education for Sustainable Development for Metropolitan Lima and Callao Region, RCE Callao-Lima, and the Peruvian Institute of Complex Thought Edgar Morin, IPCEM, which belongs to Ricardo Palma University began in San Martin Region of Peru, the Diploma Course in Biodiversity and Intercultural Dialog of Knowledge Systems as a semi-attendance-program oriented to the transdisciplinary dialogue of knowledge systems relating to biological and cultural diversity through lectures, debates, discussions, readings, group work and action research exercise. It took place under the German International Cooperation Agency (GIZ) in Peru, and in accordance with the Regional Government of San Martin, various actions to advance conservation and sustainability issues were held with local populations urban and rural, technical and native communities in that region of the Peruvian jungle. In the process, it became clear the need to harmonize concepts, guidelines and practices from ancient wisdom and academic skills of those responsible for the various activities, which often could perceive the isolation of each of this knowledge system against the other, which prevented to achieve a good articulation of experiences. The technicians often tended to underestimate or ignore the ancestral knowledge, prioritizing learning in university classrooms, which became an obstacle to understanding the local and cultural realities, and did not allow integrating knowledge to important achievements in progress towards sustainable development. This fact, very often in various regions of the world where people from diverse backgrounds and cultural experiences live together, results in the absence of a true dialogue of knowledge and continuing supremacy of the so-called academic knowledge, considered "scientific", which may not recognize the scientific knowledge of the community. It was thought of carrying out an innovative experience that would explore options of mutual recognition, toward a vision of greater integration and assessment.
The Regional Challenges this project addresses are the following:
(1) A basic sustainability principle is the rooting of any initiative in the traditions of doing and knowing of the peoples who have inhabited the region the longest. Our program is based on the knowledge of the present Quechua Lamas communities in San Martín Region.
(2) Sustainable development requires the formation of a local epistemic community based on their traditions but open to the pertinent knowledge and practices brought in by external actors like the state and migrants in the region.
(3) The program intends to provide a meeting ground for sharing experience, discussing and learning about the sustainable development of the San Martin region. It gives equal standing to technoscientific knowledge and to local knowledge, and elaborates on their mutual fertilization.
(4) To better answer the need to locally-globally link the scientific-technical knowledge and traditional knowledge to improve the quality of live in cities, community empowerment. To contribute to reduce the migration towards greater cities where they usually shape poverty areas, rescue traditional knowledge systems for care and preservation of our cultural diversity and biological in Central Andes and Peru.
(5) To improve the quality of life in the cities, empower communities, contribute to lessen migration to the cities where poverty.
(6) To link through the RCE Global Network this experience with other similar Peruvian’s and World’s experiences.
(7) Promote our universities recognize, certify and incorporate traditional knowledge.
The Regional Challenges this project addresses are the following:
(1) A basic sustainability principle is the rooting of any initiative in the traditions of doing and knowing of the peoples who have inhabited the region the longest. Our program is based on the knowledge of the present Quechua Lamas communities in San Martín Region.
(2) Sustainable development requires the formation of a local epistemic community based on their traditions but open to the pertinent knowledge and practices brought in by external actors like the state and migrants in the region.
(3) The program intends to provide a meeting ground for sharing experience, discussing and learning about the sustainable development of the San Martin region. It gives equal standing to technoscientific knowledge and to local knowledge, and elaborates on their mutual fertilization.
(4) To better answer the need to locally-globally link the scientific-technical knowledge and traditional knowledge to improve the quality of live in cities, community empowerment. To contribute to reduce the migration towards greater cities where they usually shape poverty areas, rescue traditional knowledge systems for care and preservation of our cultural diversity and biological in Central Andes and Peru.
(5) To improve the quality of life in the cities, empower communities, contribute to lessen migration to the cities where poverty.
(6) To link through the RCE Global Network this experience with other similar Peruvian’s and World’s experiences.
(7) Promote our universities recognize, certify and incorporate traditional knowledge.
11.Provide references and reference materials (possibility to upload additional documents (up to 8mb):
12. Duration of the Project Start Date: End date::
Wednesday, September 12, 2012
Describe Coordination and management of the project. Please also reflect how the RCE as a network organization has contributed to the project and the challenges involved, if any. Character count 400 words :
IPCEM was in charge of coordination and management of the project. IPCEM put together a team of competent and committed people in order to ensure smooth integration and relevance of Diploma Course modules and to closely accompany teaching staff and students. The responsibility of this management team was focused on building/advancing a right space and atmosphere for dialogue of knowledge systems, transdisciplinary research and complex thought application.
Ricardo Palma University backed the Diploma Course Academic Development and as such accredited facilitators and teachers. The Diploma Course development and execution also had the support of the Academic Council, established under the University with input from regional specialists, both from the academia and indigenous communities (wise men) for ongoing monitoring and validation.
IPCEM brought to the table some experience and key networking as complex thought, complexity and transdiciplinarity education and training program deliver, research institute and sustainability activist. In fact, as community organizer, IPCEM coordinates RCE Lima-Callao. Furthermore, this Diploma Course was aided by a network of international, regional and local organizations such as San Martin Regional Government, NGOs from San Martin Region, Programa Andino de Tecnologias Campesinas –PRATEC, German International Cooperation Agency – GIZ and UNEP.
Ricardo Palma University backed the Diploma Course Academic Development and as such accredited facilitators and teachers. The Diploma Course development and execution also had the support of the Academic Council, established under the University with input from regional specialists, both from the academia and indigenous communities (wise men) for ongoing monitoring and validation.
IPCEM brought to the table some experience and key networking as complex thought, complexity and transdiciplinarity education and training program deliver, research institute and sustainability activist. In fact, as community organizer, IPCEM coordinates RCE Lima-Callao. Furthermore, this Diploma Course was aided by a network of international, regional and local organizations such as San Martin Regional Government, NGOs from San Martin Region, Programa Andino de Tecnologias Campesinas –PRATEC, German International Cooperation Agency – GIZ and UNEP.
14. What are the current results of the project in terms of outputs (e.g. publications, developed practices, course materials)? Character count 300 words:
This Diploma Course, a complex, transdisciplinary, phenomenological inquiry, achieved:
• A local/global articulation of some social agents (indigenous communities, local and national organizations and international cooperation bodies) which contributed to empower these social agents and build/strengthen a network to share experiences.
• Build a local/global epistemic community.
• Create environments to encourage transdisciplinary dialogue of knowledge systems.
• Friendship, mutual trust and love emerged; noticeable, specially, on the final/closing dates of the Diploma course.
For instance: A simple and very collaborative relationship with indigenous farmer women was born, weavers training courses at Tarapoto’s Teachers College (where San Martin teachers are educated and trained) were organized and delivered free. Ricardo Palma University supported the local community basic school with educational materials.
• Full scholarships for Diploma Course students were provided by the German International Cooperation Agency -GIZ, UNEP and Ricardo Palma University to cover course fee, housing and meal for the presential modules. Without this kind of support it should have been very difficult to engage most of indigenous communities members as students.
•Some recognition of Amazonian Andean system of knowledge as one of the same level of western system of knowledge was achieved.
•Our indigenous estudents orality/textuality gapwas was openly shown while developing the final essay the Diploma Course required for gratuation.
•Indigenous young participants from the region in the use of ICTs, and the virtual classroom were inserted.
• The use of ICT technologies and virtual classroom platform, key for studying/continuing with/following virtual modules, was one of the hardest tasks of effectively delivering this Diploma course. To put indigenous students on track and up with these tools (new for some of them) required not only to put some extra effort but also to extend the Diploma course by 30% of the initial planned time.
• Some collective construction of knowledge and part of the aspiration of recovery some biodiversity practices were achieved: As part of the Diploma Course 22 projects were outlined to be worked within their communities. Alson, eight essays were completed (four of them in paper format were presented and accepted for presentation in the VII Iberoamerican Environmental Education Conference held in Lima, Peru, this September 2014)
•The inclusion of indigenous graduate students in the digital world (use of ITC) to improve their living conditions.
•The inclusion of professionals, technicians in the traditional knowledge valuation.
•Indigenous students and teachers (wise men) with a parity of knowledge sytem with westernized knowledge systems attended the 2nd RCE from the Americas Meeting held in Lima, Peru on February 2013.
•Ricardo Palma University recognition of andean wise men with not necesarily university degrees as teachers/facilitators of this postgraduate Diploma course level. This is the very first case in Peru. This slightly opens the door to advance a validation process to existing Andean Amazonian systems of knowledge.
•Escaling this experience up took RCE Lima-Callao to organize and coordinate the international project called “Nutrition in Biocultural Diversity and Indigenous Communities”. A project approved to be supported by UNU in the Third RCEs from the Americas Meeting held in Mexico in July 2014. Current partners are RCE Bogota and RCE Guatemala. This project wants to develop an innovative model for biological diversity and culture care and valuation. It brings together several areas of development - appropriate knowledge development, nutrition, preservation of bio diversity and culture and livelihood practices - That are often treated separately and, therefore, do not reach the required potential. This model is based on a non-linear, complex and transdisciplinary epistemological approach, which implies to learn with another glance and another strategy of inquiry in the ancient knowledge, popular knowledge, knowledge of Techno science, promoting the livelihood practices of Amazonian Andean Communities.
• A local/global articulation of some social agents (indigenous communities, local and national organizations and international cooperation bodies) which contributed to empower these social agents and build/strengthen a network to share experiences.
• Build a local/global epistemic community.
• Create environments to encourage transdisciplinary dialogue of knowledge systems.
• Friendship, mutual trust and love emerged; noticeable, specially, on the final/closing dates of the Diploma course.
For instance: A simple and very collaborative relationship with indigenous farmer women was born, weavers training courses at Tarapoto’s Teachers College (where San Martin teachers are educated and trained) were organized and delivered free. Ricardo Palma University supported the local community basic school with educational materials.
• Full scholarships for Diploma Course students were provided by the German International Cooperation Agency -GIZ, UNEP and Ricardo Palma University to cover course fee, housing and meal for the presential modules. Without this kind of support it should have been very difficult to engage most of indigenous communities members as students.
•Some recognition of Amazonian Andean system of knowledge as one of the same level of western system of knowledge was achieved.
•Our indigenous estudents orality/textuality gapwas was openly shown while developing the final essay the Diploma Course required for gratuation.
•Indigenous young participants from the region in the use of ICTs, and the virtual classroom were inserted.
• The use of ICT technologies and virtual classroom platform, key for studying/continuing with/following virtual modules, was one of the hardest tasks of effectively delivering this Diploma course. To put indigenous students on track and up with these tools (new for some of them) required not only to put some extra effort but also to extend the Diploma course by 30% of the initial planned time.
• Some collective construction of knowledge and part of the aspiration of recovery some biodiversity practices were achieved: As part of the Diploma Course 22 projects were outlined to be worked within their communities. Alson, eight essays were completed (four of them in paper format were presented and accepted for presentation in the VII Iberoamerican Environmental Education Conference held in Lima, Peru, this September 2014)
•The inclusion of indigenous graduate students in the digital world (use of ITC) to improve their living conditions.
•The inclusion of professionals, technicians in the traditional knowledge valuation.
•Indigenous students and teachers (wise men) with a parity of knowledge sytem with westernized knowledge systems attended the 2nd RCE from the Americas Meeting held in Lima, Peru on February 2013.
•Ricardo Palma University recognition of andean wise men with not necesarily university degrees as teachers/facilitators of this postgraduate Diploma course level. This is the very first case in Peru. This slightly opens the door to advance a validation process to existing Andean Amazonian systems of knowledge.
•Escaling this experience up took RCE Lima-Callao to organize and coordinate the international project called “Nutrition in Biocultural Diversity and Indigenous Communities”. A project approved to be supported by UNU in the Third RCEs from the Americas Meeting held in Mexico in July 2014. Current partners are RCE Bogota and RCE Guatemala. This project wants to develop an innovative model for biological diversity and culture care and valuation. It brings together several areas of development - appropriate knowledge development, nutrition, preservation of bio diversity and culture and livelihood practices - That are often treated separately and, therefore, do not reach the required potential. This model is based on a non-linear, complex and transdisciplinary epistemological approach, which implies to learn with another glance and another strategy of inquiry in the ancient knowledge, popular knowledge, knowledge of Techno science, promoting the livelihood practices of Amazonian Andean Communities.
15. What are the expected/confirmed outcomes (e.g. impact of the project) Character count 400 words:
1) The Course Diploma concept, based on the dialog of knowledge systems, was proved viable due to the existence of a group of local facilitators (from NGO’s and communities).
2) There is a growing interest on local Quechua Lamas communities and authorities to continue delivering the Diploma course which is being reformulated in this second version.
3) As stated earlier, escaling this experience up took RCE Lima-Callao to organize and coordinate the international project called “Nutrition in Biocultural Diversity and Indigenous Communities”.
2) There is a growing interest on local Quechua Lamas communities and authorities to continue delivering the Diploma course which is being reformulated in this second version.
3) As stated earlier, escaling this experience up took RCE Lima-Callao to organize and coordinate the international project called “Nutrition in Biocultural Diversity and Indigenous Communities”.
16. Are there any unexpected/unplanned results achieved by your project? If yes, briefly describe or list them . Character count 200 words.:
•Diploma course indigenous students and teachers (Quechua Lamas wise men) with a parity of knowledge sytem with westernized knowledge systems attended the 2nd RCE from the Americas Meeting held in Lima, Peru on February 2013.
•Four Diploma course indigenous students presented their Diploma Essays in paper form in the VII Iberoamerican Environmental Education Conference held in Lima, Peru, September 2014.
•Four Diploma course indigenous students presented their Diploma Essays in paper form in the VII Iberoamerican Environmental Education Conference held in Lima, Peru, September 2014.
17. What are the remaining challenges and/or limitations for further development? Character count 300 words.:
The main challenges for implementation of the dialogue of knowledge systems were expressed in:
Challenge 1: The ecumenical character of the diploma course. We understood that the intercultural dialogue should be addressed to “the mutually enriching relationship between peoples and cultures striving for a shared destiny.” The program catered for most diverse participants involved in the sustainable development of a specific region in the country.
This was translated into the equivalent participation of local community leaders and technical personnel from local state institutions and NGOs.
Challenge 2: The need to deal with the basically oral local culture of half of the participants, that would appear as an obstacle within the present literate framework of the program.
In our understanding, the neglect of this challenge explains the limitations of previous similar programs in the Americas. The challenge actually consists in ensuring that educational programs provide a poetic space for the encounter between literate and oral cultures. This is still pending in our case.
Challenge 3: The incorporation in our Diploma course of the public policy arena as the common ground for the dialogue of knowledge systems.
Public policies provide the platform for reflection and debate in a transdisciplinary, intercultural dialogue of knowlege systems among the key actors in the regional sustainable development.
Challenge 4: The inclusion of indigenous students in the Digital world.
This requires in the next version of the Diploma as prerequisite ITC basic courses.
Challenge 1: The ecumenical character of the diploma course. We understood that the intercultural dialogue should be addressed to “the mutually enriching relationship between peoples and cultures striving for a shared destiny.” The program catered for most diverse participants involved in the sustainable development of a specific region in the country.
This was translated into the equivalent participation of local community leaders and technical personnel from local state institutions and NGOs.
Challenge 2: The need to deal with the basically oral local culture of half of the participants, that would appear as an obstacle within the present literate framework of the program.
In our understanding, the neglect of this challenge explains the limitations of previous similar programs in the Americas. The challenge actually consists in ensuring that educational programs provide a poetic space for the encounter between literate and oral cultures. This is still pending in our case.
Challenge 3: The incorporation in our Diploma course of the public policy arena as the common ground for the dialogue of knowledge systems.
Public policies provide the platform for reflection and debate in a transdisciplinary, intercultural dialogue of knowlege systems among the key actors in the regional sustainable development.
Challenge 4: The inclusion of indigenous students in the Digital world.
This requires in the next version of the Diploma as prerequisite ITC basic courses.
18. What is the project’s contribution to innovative and transformative educational processes for sustainable development (especially regarding formal and/ non-formal learning/research)? Character count 500 words:
A basic sustainability principle is the rooting of any initiative in the traditions of doing and knowing of the peoples who have inhabited the region the longest. Our program is based on the knowledge of the present Quechua Lamas communities in San Martín.
Sustainable development requires the formation of a local epistemic community based on their traditions but open to the pertinent knowledge and practices brought in by external actors like the state and migrants in the region.
The program intends to provide a meeting ground for sharing experience, discussing and learning about the sustainable development of the San Martin region. It gives equal standing to technoscientific knowledge and to local knowledge, and elaborates on their mutual fertilization.
By requiring the equivalent participation of community leaders and technical personnel, the program facilitates the emergence of new knowledge and innovations. An attentive team should be in charge of such facilitation.
The program is also supported by some local organizations that accompany local communities through diverse programs involving women groups, youth and elders, who have participated as students or teachers.
Sustainable development requires the formation of a local epistemic community based on their traditions but open to the pertinent knowledge and practices brought in by external actors like the state and migrants in the region.
The program intends to provide a meeting ground for sharing experience, discussing and learning about the sustainable development of the San Martin region. It gives equal standing to technoscientific knowledge and to local knowledge, and elaborates on their mutual fertilization.
By requiring the equivalent participation of community leaders and technical personnel, the program facilitates the emergence of new knowledge and innovations. An attentive team should be in charge of such facilitation.
The program is also supported by some local organizations that accompany local communities through diverse programs involving women groups, youth and elders, who have participated as students or teachers.
19.How can you scale up and mainstream ESD and SD practices of the project and enable it to contribute to the implementation of the Global Action Programme (GAP) as proposed by UNESCO? (max 300 words):
Project results should at this point, first and foremost, be shared and debated with participants in similar projects that have been undertaken so far, especially with projects based on the dialogue of knowledge systems involving oral and text-based cultures. Experiences in America and Africa should be prioritized.
In the project’s planning stage, upscaling was incorporated as a key design criterion considering its eventual replication in other regions of Peru. The concern on public policies in the region was hypothesized as a plausible common thread. Mainstreaming implies official support for the program. In this case, it has been formally accorded, but a definite commitment by key regional actors is still pending. Ways forward for deepening ideas and actions depend decisively on the resolve of local actors: regional government, civil society institutions, and communities.
This Project has already scaled up in one international project: "Traditional Knowledge on Bio cultural Diversity and Nutrition in Indigenous Communities". Participants: RCE Bogotá, RCE Guatemala, RCE Lima-Callao and United Nations University experts.
Finally, this project is in line with GAP.
In the project’s planning stage, upscaling was incorporated as a key design criterion considering its eventual replication in other regions of Peru. The concern on public policies in the region was hypothesized as a plausible common thread. Mainstreaming implies official support for the program. In this case, it has been formally accorded, but a definite commitment by key regional actors is still pending. Ways forward for deepening ideas and actions depend decisively on the resolve of local actors: regional government, civil society institutions, and communities.
This Project has already scaled up in one international project: "Traditional Knowledge on Bio cultural Diversity and Nutrition in Indigenous Communities". Participants: RCE Bogotá, RCE Guatemala, RCE Lima-Callao and United Nations University experts.
Finally, this project is in line with GAP.
20. How does you project contribute institutional and policy reforms as part of sustainability change? Character count 500 words:
The incorporation in our Diploma course of the public policy arena as the common ground for the dialogue of knowledge systems. Public policies provide the platform for reflection and debate in a transdisciplinary, intercultural dialogue among the key actors in the regional sustainable development.
21. How does your project further improve capacities of various partners and stakeholders on the theme? Character count 500 words.:
•To improve mental patterns —a way to see and think the world. This should promote an attitudinal dialogue to build collective knowledge, oriented toward wellbeing, mutual respect, tolerance and individual and collective responsibility with nature.
•Strengthen values of community work as per the “Good living” of the indigenous community of the Central Andes; that is, solidarity, friendship, love, etc.
•To access bibliography, information technologies and tecnoscience knowledge to improve life conditions.
• Increase communication capacities and attendance in foros, conferences. For instance: Consider 4 former Diploma Course Students presented their essay developed in the Diploma Course in paper form in the VII Iberoamerican Conference on Environmental Educational, held in Lima, this September.
Increase of textual capacity of indigenous students.
Strengthen traditional knowledge by Ricardo Palma University certification of indigenous participants as Andean Amazonian Biodiversity Knowledge experts.
•Strengthen values of community work as per the “Good living” of the indigenous community of the Central Andes; that is, solidarity, friendship, love, etc.
•To access bibliography, information technologies and tecnoscience knowledge to improve life conditions.
• Increase communication capacities and attendance in foros, conferences. For instance: Consider 4 former Diploma Course Students presented their essay developed in the Diploma Course in paper form in the VII Iberoamerican Conference on Environmental Educational, held in Lima, this September.
Increase of textual capacity of indigenous students.
Strengthen traditional knowledge by Ricardo Palma University certification of indigenous participants as Andean Amazonian Biodiversity Knowledge experts.
22.What is the significance of this project for developing global linkages in order to strengthen activities in this area? (max 250 words):
Project results should at this point, first and foremost, be shared and debated with participants in similar projects that have been undertaken so far, especially with projects based on the dialogue of knowledge systems involving oral and text-based cultures. Experiences in America and Africa should be prioritized.
This Project developed from public awareness Peru’s biodiversity loss and climate change issues; for this reason the RCE Lima-Callao considers an important issue to recover traditional knowledge of the Central Andes and to include this systems of knowledge on the formal, non-formal and informal educational systems to contribute to Millennium Objectives and United Nations University Program.
This Project looks for linking at the local level to recover knowledge. A national articulation to recover public policies related to traditional knowledge and share good practices and to foster mutual enrichment within the RCE Global Network.
This Project developed from public awareness Peru’s biodiversity loss and climate change issues; for this reason the RCE Lima-Callao considers an important issue to recover traditional knowledge of the Central Andes and to include this systems of knowledge on the formal, non-formal and informal educational systems to contribute to Millennium Objectives and United Nations University Program.
This Project looks for linking at the local level to recover knowledge. A national articulation to recover public policies related to traditional knowledge and share good practices and to foster mutual enrichment within the RCE Global Network.
23. What is novel about the project within the RCE network and what could other RCEs learn from this experience? (Answer only if relevant) Character count 250 words.:
What is new on the Diploma Course proposed is to have superseded academic barriers to go for a dialog of systems of knowledge in equivalent conditions.
24. What is the significance of this project for the region? How important are its results for its particular project category? Character count 250 words.:
It is a pioneer Diploma program in Peru to foster dialogue of knowledge systems to develop regional public policies.
Region:
Americas
