Traditional Knowledge on Biocultural Diversity and Nutrition in Indigenous Communities, RCE Lima Callao
1. Presented by RCE Lima-Callao
Traditional Knowledge Research Subject Coordinator in the Americas with IAS/UNU (Unnikrishnan Payapalymana)
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‘Traditional Knowledge on Biocultural Diversity and Nutrition in Indigenous Communities’
Research Project
Teresa SALINASTeresa SALINASTeresa SALINASTeresa SALINAS
Directora Ejecutiva del RCE Lima-Callao,
Directora Ejecutiva IPCEM
rcelimacallao@gmail.com / www.rcelimacallao.org
2. We forget the essence of being
and the sense of life
Teresa Salinas Gamero
3. What do we need?
• Take conscience of the pathology of the fragmented and reduced
thinking.
• Change the instrumental rationality means – aims for a new
rationality ethical – humanist.
• An ethical position facing life in all its demonstrations.
• A new form to build knowledge. The extension of the horizons of
Education for sustainability.
Teresa Salinas Gamero
4.
5.
6.
7. Lanzamiento RCE LIMA-CALLAO: Socializando el Pensamiento Complejo
•Encuentro Internacional sobre
Educación para el Desarrollo Sostenible
en el Perú” y evento con los jóvenes “Yo
sostenible”.
Más detalles: www.rcelimacallao.org
8.
9.
10. Actividades 2013 RCE LIMA-CALLAO: América Propone
II REUNION DE LOS CENTROS RCEs DE LAS AMERICAS
Preparatoria para la Cumbre Mundial de Evaluación de la Década de Educación para el Desarrollo
Sostenible. EDS más allá del 2014
Lima: 27 FEBRERO – 2 MARZO, Perú, 2013
II Encuentro Internacional sobre EDS
I Feria de Buenas Prácticas sobre EDS
II Reunión de Jóvenes sobre EDS
15. • Recognize the most precious good of humanity is life and it
should be taken care of and preserved in all its manifestations.
The intercultural dialogue should be powered with the aim to
make way for policies of civilization and humanity.
• Stimulate the dialogue and interchange among cultures and
civilizations, sources of inspiration in the comprehension of
destiny communities, planet citizens and of the multiple
possibilities and options of facing the fundamental problems of
humanity in the present century.
16.
17.
18.
19.
20. Logros RCE Lima-Callao: Premio mundial UNU
Noviembre 2014: Diplomado en “Biodiversidad y Saberes Interculturales” premiado por UNU
21. Lima, Setiembre 2016: Curso macro regional de actualización de la medicina complementaria
Organizada por el Comité Asesor Permanente de Medicina Tradicional, Alternativa y Complementaria
del Colegio Médico del Perú
22. Fortaleza, Mayo 2016: Congreso Internacional “Saberes para la Ciudadanía planetaria”
Organizada por Universidad Católica de Brasilia, Universidad de Barcelona, entre otros.
24. •Traditional Knowledge Research Subject
Coordinator in the Americas with : RCE
Lima Callao, RCE BOGOTA IAS/UNU
•Cities , sostenibility y resilience.
RCE Lima Callao, Postgrade in
Architecture, Architecs College.
26. The Project: Asumptions
Committed to advance and make good profit of Traditional Knowledge proposals put forward in the “Diploma Course on
Biodiversity and Dialog of Knowledge Systems”, RCE Lima-Callao (and IPCEM) cement its immersion in the “Traditional
Knowledge, Biocultural Diversity and Nutrition in Indigenous Communities” Project with a need to search for a common ground
to ensure some kind of equivalence among indigenous communities and other (not only local) institutions participation.
The search for a condition of equivalence of two (or more) Knowledge Systems trying to reach each other implies a permanent
quest for a methodology. Global initiatives such as, for instance, the Millennium Ecosystem Assessment (MEA) and the
International Assessment of Agricultural Knowledge, Science and Technology for Development (IAASTD) do recognize
indigenous, local and traditional knowledge.
More than an explicit or implicit change theory ―which one might expect from an intervenƟon like the one suggested in this
new project ― IPCEM profoundly believes in Edgar Morin’s Complex Thought relevance to truly contribute to the San MarƟn
Region furthering. This project feasibility is based in the existence of a quite rich documentation regarding biodiversity
knowledge of indigenous communities within the San Martin region; say, Quechua Lamas, Awajún or Shawi indigenous
communities. Remarkably, the case of the Quechua Lamas indigenous community due to the interesting work of some civil
society organizations have done.
27. • Peru is among the countries with the greatest biological and cultural
diversity (47 native languages). The indigenous population is
significant (36.8%), and due to its historical evolution there is a great
social fragmentation. According to the Ombudsman, in March 2015,
211 social conflicts were recorded. Regarding indicators of gender
inequality, 75% of illiterate people are women, the average income of
women is 35% lower than that of men and 93% of victims of domestic
and sexual violence are women. The country has the highest rate of
reported rape cases in Latin America, according to Peruvian
Parliament.
28. • The “Traditional Knowledge on Biocultural Diversity and Nutrition in
Indigenous Communities” Project will contribute to improve
relevance perception of good nutrition, recovering and appreciating
of Andean-Amazonian community’s dietary practices (as one of "good
life" best expressions meaning) and health and life valuation. Here,
"good life" stands for way of being, be and do in the Andean Amazon
world.
29. The Project: Objectives
General
Provide community leaders (especially women), teachers, technicians and professionals from Amazonian-Andean
countries a space for a dialog of Knowledge Systems. This space would understand and value both scholar
knowledge and ancestral knowledge related to biodiversity regeneration and sustainable use of it; strong emphasis
would be put on nutrition and good regeneration practices of “good life”.
Specific
• Document Traditional Knowledge related to food consumption and nutrition.
• Sustainable use of regional biological and cultural diversity related to nutrition and conservation of biological
and cultural diversity and subsistence practices.
• Identify good practices regarding health and nutrition.
30. The Project: Social Impacts
1. Number of indigenous students in the Course that value their TK and use of technologies;
2. Number of teachers and technicians which include in their learning of TK, especially in nutrition;
3. Number of family women (that is, mothers) that assume new knowledge and value TK to improve children
nutrition and; number of working mothers using traditional crops of high nutritional value;
4. Number of Traditional Knowledge and good practices collected;
5. The use of new information technologies and creation of networks for communities;
6. Number of school children receiving nutritious snacks.
31. The Project: Possibilities of scaling in the next 3-5 years
This project encourages the dialogue between different stakeholders who work in indigenous communities for Sustainable Development. The plan to scale might be as
following:
1. Change food habits and asses its impact on health
- Documentation of food practices, history, food transition, impact on health and well being highlighting in selected communities specific health problems.
- Changing production and consumption patterns in target communities.
2. Traditional Knowledge (TK) and local bio-cultural resources.
- Mapping of biocultural resources (including TK related to food consumption).
- Indepth study of the classifications systems of food in selected communities including food and nutrition traditional epistemology.
- Indepth literature review on selected good practices.
- Social learning approaches (like rapid community assessments, interdisciplinary research) for validating TK practices including supporting evidences from modern
science.
- Developing a strategy for augmentation of TK and practices in communities based on validated practices (including innovative agricultural, food consumption practices,
conservation of seed varieties and local crops).
3. Research on how to improve processing and production techniques strategies.
- Developing a modern strategy of analysis of selected practices through in-depth in-vitro and in-vivo studies involving university researchers from nutritional sciences,
ethnopharmacology, biochemistry etc.
- Research on traditional foods related to health conditions specificities.
4. Development of a Diploma Course on “Traditional Knowledge, Biodiversity and Nutrion”.
- Curriculum of TK, food and health course (biocultural diversity, food consumption and nutrition diversity, food epistemology and TK, good practices, sustainable
production and consumptions systems, intercultural research approaches, etc.)
5. An initial strategy framing for upscaling/innovation/product development
- Inter RCE networking, creation of expert panel, strategy for financing etc.
33. The Project: Partners
Regional Centres of Expertise (RCEs): RCE Lima-Callao, RCE Bogotá, RCE Western Jalisco and RCE
Guatemala.
Other organizations involved
• IAS/UNU
• Proyecto Andino de Tecnologías Campesinas – PRATEC, a Peruvian NGO based in Lima.
• Kewchua-Lamas Indigenous communities, Región San Martín.
• Some civil society organizations from San Martin Region
