www.systemic-design.net

1. SYSTEMIC MAPPING TO REVITALIZING LOCAL
KNOWLEDGE IN AUTOCHTHONES COMMUNITIES
- a propose of construction
Ana Luisa Boavista Lustosa Cavalcante
State University of Londrina, Paraná, Brazil
anaboavista@gmail.com
Francisco Antônio Pereira Fialho
Federal University of Santa Catarina, Brazil
fapfialho@gmail.com
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Environment, Economy, Democracy: Flourishing Together

2. The objective of this paper is to describe the elaboration of the
systemic mapping that allowed the understanding of the local
and indigenous knowledge.
This research is delimited to
the Apucaraninha
Indigenous Land
(south of Brazil)
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The ethnicity of this
community is called
Kaingang with a
population in South
America estimated
around of 30,000
native inhabitants
(ISA, 2017).

3. http://api.ning.com/files/STHDuz-8NrW8koj-
Nnnz4me3GW8dcmdicbOynnL4QyO8p2iHHqM3JPzIU*BrZP4248eUfImFjUg3UaQ3on9fzPBmP7APOx52/IndigenousPeopleMap.jpg
INDIGENOUS PEOPLES in the world:
- transfer knowledge though generations in a social dynamic of exchange.
- They have resisted forms of biotic, ecological, economic and cultural
coercion (RIBEIRO, D. 2010).
This resistance leads them to a social exclusion that affects their symbolic
systems and their sustainability.
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4. RSD6
- In the Brazilian territory before
colonization, 517 years ago, more than
1,000 languages and dialects was
spoken by the Indigenous peoples (ISA,
2017).
BRAZILIAN INDIGENOUS PEOPLES
- in comparison with the past, today
there are 305 ethnicities with at about
800,000 natives inhabitants (IBGE,
1991/2010).
Map of Brazil in the Miller Atlas of 1519.
https://commons.wikimedia.org/wiki/File:B
razil-16-map.jpg https://terrasindigenas.org.br/pt-br/terras-indigenas/3915
- There are 706 Indigenous Land.
It´s represents 13% in Brazilian
territory (ISA, 2017).

5. • Knowledge and Practices Associated with Doll
Making Modes Karajá
• Ritxòkò: Artistic and Cosmological Expression
of the People Karajá
- The indigenous peoples have a RICH
CULTURAL HERITAGE, but in Brazil there
are only 28 Cultural Goods Registered in
the Database of IPHAN (2017), however 03
belong to indigenous knowledge.
BRAZILIAN INDIGENOUS
CULTURAL HERITAGE Karajá
Wajãpi
Photo:ARTENATA,2014.
Arte Kusiwa – Siro Wajãpi, 2000.
Dossiê IPHAN 2, 2002, p.24

6. - [Actual research] DESIGN FOR CULTURAL SUSTAINABILITY
[Its objective is to investigate the design for cultural and social sustainability
as a factor of development solutions for the revitalization in indigenous
communities.
GRAPHIC MANIFESTATIONS OF THE KAINGANG
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CAVALCANTE, 2014: 230.

7. THE RESEARCH METHODS:
•Theoretical foundation (systematic and bibliographic research)
•Field research (participant observation, workshops, field diary,
interviews, graphic and visual record.
•Systemic approach (systemic maps to understand about
cultural valorization and preservation together with
participants)
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CAVALCANTE, 2014: 137-231.
-the concept of
revitalization originated
from the perspective of the
group participant.

8. - is the CULTURAL DIVERSITY OF
THE WORLD and basis for the
sustainability.
- Is very complexity to explain, is
tacit.
- At the same time is collective and
individual.
LOCAL KNOWLEDGE
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CULTURAL DIVERSITY
- It is an important element for the economic
development.
- The Traditional peoples promote the
sustainability and have so much knowledge to
share with the western world (UNESCO, 2002,
p.3) .

9. observations and accompany of the production
process of basketry braided
PRODUCTION PROCESS OF
BASKETRY BRAIDED

10. - The construction of
infographics with steps and
resources for organized the
information about the local
knowledge revitalization.
INFOGRAPHIC - CONSTRUCTIONS
- The infographic constructed has a circular movement
and from the inside out.
- The emphasis the process is in the principal points of
this system present in the next slide (The infographic).

12. PROCESS STEPS of the INFOGRAPHIC
1) KNOWLEDGE KIND - The local knowledge is in traditions, beliefs, mythologies,
cosmologies and abilities.
2) INTERDISCIPLINARITY - Knowledge Management, Anthropology and Design resources.
3) RESEARCH SUBJECT The visual language is noted in the semantic structures that can
be documented as graphics, because they are expressed in the
artifacts. Like all semantic structures (CAPRA, 2006:94) the
graphic arts participate in socio-cultural networks of
communication.
4) PROCESS STEPS OF
THE LOCAL
KNOWLEDGE
MANAGEMENT
(1°) “Initial sensitization” - workshop and dialogues to
consolidate project objectives together with participants.
(2°) “identification” – Use of different sources of information:
Dialogue, interactions and bibliographic studies.
(3°) “Capture” - Images of the expressions of knowledge
through photographs and manual drawings.
(4°) “Cataloging” – Coding and Verification together with
participants about graphic-visual patterns.
(5°) “Dissemination” e (6°) “Information Sharing” - The process
depends on involved for the promotion and continuous
learning.
(7°) “Creation of new knowledge” – Valorization, preservation
and promote the cultural protection (UNESCO, 2003)
5) PROPOSALS Design for Cultural Sustainability.
Preservation of cultural diversity.

13. DESIGN FOR CULTURAL SUSTAINABILITY
- Balance between innovation and respect for tradition (SACHS
2009; FAILING et al. 2007).
- Structures that generate creativity and motivation for the
MULTIPLIERS.
The next slides some examples of works that
represents the ENGAGEMENT OF THE STUDENTS
and the integration between INDIGENOUS
STUDENTS and INDIGENOUS ARTISANS.

14. Sustainability and Rescue of Culture
through a Fashion Collection, by
Isadora Carvalho Freitas
ENGAGEMENT
OF THE
STUDENTS fashion collection
and accessories
through fair trade

15. Systematization of information on
the visual expression of the Kaingang
Braided Natural Fiber, by Thais
Andersen Beckert, 2013.
ENGAGEMENT
OF THE
STUDENTS
Graphic design

16. Graphic design applied to socio-cultural
sustainability: indigenous belonging to
university, by Érika Sayuri Maessaka
Graphic design
COLLABORATIVE DESIGN between
indigenous and non indigenous students

17. Graphic design applied to socio-cultural
sustainability: indigenous belonging to
university, by Érika Sayuri Maessaka
Graphic design
COLLABORATIVE DESIGN between
indigenous and non indigenous students

18. The students
of Design
Department
(UEL) are
developing the
COLLABORATIV
E DESIGN with
indigenous
students.
COLLABORATIVE DESIGN between
indigenous and non indigenous students
Student's meeting

19. WORKSHOP ABOUT
INDIGENOUS GRAPHICS
by indigenous students
The indigenous
students of the
University
presented their
culture to
participants.
COLLABORATIVE DESIGN between
indigenous and non indigenous
students

20. - the exchange of knowledge between students of
different cultures can allow the sustainability of
cultural diversity.
COLLABORATIVE DESIGN between
indigenous and non indigenous students

21. SUMMARY OF MAIN POINTS:
-The infographic demonstrate the proposed system that
includes basic concepts applied to the preservation,
valorization and revitalization of local knowledge.
-The material culture is the base of the protection and
promotion of the immaterial culture. It is need preservation!
- It is expected to mitigate the threat to extinction and the
deterioration cultural with this actions and engagements.
- The systemic approach for the elaboration of the mapping
system has continued to be applied to search for the stay of
cultural manifestations of local and indigenous communities.

22. We work in the hope to find out new ways
for collaborate to local and indigenous
communities.
This communities are creative and have a
large traditional and millenary know,
passed of generation for generation.
Flourishing Together!

23. TAKK!
THANKS!
OBRIGADA!
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Environment, Economy, Democracy: Flourishing Together

24. CAPRA, Fritjof, (2006). A teia da vida: uma nova compreensão científica dos sistemas
vivos. Tradução de Newton Roberval Eichemberg. São Paulo: Cultrix.
CAVALCANTE, Ana Luisa Boavista Lustosa, (2014). “Design para a sustentabilidade
cultural: recursos estruturantes para sistema habilitante de revitalização de
conhecimento local e indígena. Thesis – Universidade Federal de Santa Catarina,
Florianópolis, SC. Available at : <http://btd.egc.ufsc.br/wp-
content/uploads/2015/04/Ana-Luisa-Boavista-Lustosa-Cavalcante-1.pdf>. Access in:
01 apr 2017.
IPHAN. Instituto do Patrimônio Histórico e Artístico Nacional. Banco de Dados de
Bens Culturais Imateriais Registrados. Available at:
<http://portal.iphan.gov.br/pagina/detalhes/228>. Acess in: 13 sep 2017.
ISA. Instituto Socioambiental. Kaingang. Available at:
<https://pib.socioambiental.org/pt/povo/kaingang/286>. Acess in: 24 sep 2017.
ISA. Instituto Socioambiental. Introduction. Available at:
<https://pib.socioambiental.org/en/c/no-brasil-atual/linguas/introdução>. Acess in:
17 oct 2017
REFERENCES

25. FAILING, Lee; GREGORY, Robin; HARSTONE, Michael. (2007). Integrating science
and local knowledge in environmental risk management: A decision focused
approach. Ecological Economics, Amsterdam, v. 64, p. 47-60.
JANSSENS, Maddy; BECHTOLDT, Myrian; RUIJTER, Arie de; PINELLI, Dino;
PRAROLO, Giovanni; STENIUS, Vanja. (2010). The sustainability of cultural
diversity: nations, cities and organizations: Fondazione Eni Enrico Mattei.
Northampton, UK: Edward Elgar.
SACHS, Ignacy. (2009) Caminhos para o desenvolvimento sustentável. Rio de
Janeiro: Garamond.
UNESCO – ORGANIZAÇÃO DAS NAÇÕES UNIDAS PARA A EDUCAÇÃO, A CIÊNCIA E
A CULTURA. (2003). Políticas culturais para o desenvolvimento: uma base de
dados para a cultura. Brasília: UNESCO Brasil.
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