Presented by RCE Lima-CallaoTraditional 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 SALINASDirectora Ejecutiva del RCE Lima-Callao,

Directora Ejecutiva IPCEM

rcelimacallao@gmail.com / www.rcelimacallao.org

We forget the essence of beingand the sense of life

Teresa Salinas Gamero

What do we need?

• Take conscience of the pathology of the fragmented and reducedthinking.

• Change the instrumental rationality means – aims for a newrationality ethical – humanist.

• An ethical position facing life in all its demonstrations.

• A new form to build knowledge. The extension of the horizons ofEducation for sustainability.

Teresa Salinas Gamero

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

Actividades 2013 RCE LIMA-CALLAO: América Propone

II REUNION DE LOS CENTROS RCEs DE LAS AMERICASPreparatoria 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 EDSI Feria de Buenas Prácticas sobre EDSII Reunión de Jóvenes sobre EDS

FORMATION

•Diplomat in biodiversity and intercultural knowledge

•Courses of ESD

•Master Degree in Architecture and

Sostenibility

Philosophical Philosophical Philosophical Philosophical approachapproachapproachapproach

No linear, complex transdisciplinary education

• 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.

Logros RCE Lima-Callao: Premio mundial UNU

Noviembre 2014: Diplomado en “Biodiversidad y Saberes Interculturales” premiado por UNU

Lima, Setiembre 2016: Curso macro regional de actua lización de la medicina complementariaOrganizada por el Comité Asesor Permanente de Medici na Tradicional, Alternativa y Complementaria

del Colegio Médico del Perú

Fortaleza, Mayo 2016: Congreso Internacional “Saberes para la Ciudadanía planetaria”Organizada por Universidad Católica de Brasilia, Uni versidad de Barcelona, entre otros.

Investigatión

•Traditional Knowledge Research SubjectCoordinator in the Americas with : RCE Lima Callao, RCE BOGOTA IAS/UNU

•Cities , sostenibility y resilience.

RCE Lima Callao, Postgrade in Architecture, Architecs College.

•Traditional KnowledgeResearch Subject Coordinatorin the Americas with

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 permanentquest for a methodology. Global initiatives such as, for instance, the Millennium Ecosystem Assessment (MEA) and theInternational Assessment of Agricultural Knowledge, Science and Technology for Development (IAASTD) do recognizeindigenous, local and traditional knowledge.

More than an explicit or implicit change theory ―which one might expect from an interven8on like the one suggested in this new project ― IPCEM profoundly believes in Edgar Morin’s Complex Thought relevance to truly contribute to the San Mar8n 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.

• Peru is among the countries with the greatest biological and cultural diversity (47 native languages). The indigenous population issignificant (36.8%), and due to its historical evolution there is a greatsocial fragmentation. According to the Ombudsman, in March 2015, 211 social conflicts were recorded. Regarding indicators of genderinequality, 75% of illiterate people are women, the average income of women is 35% lower than that of men and 93% of victims of domesticand sexual violence are women. The country has the highest rate of reported rape cases in Latin America, according to PeruvianParliament.

• The “Traditional Knowledge on Biocultural Diversity and Nutrition in Indigenous Communities” Project will contribute to improverelevance perception of good nutrition, recovering and appreciatingof Andean-Amazonian community’s dietary practices (as one of "goodlife" best expressions meaning) and health and life valuation. Here, "good life" stands for way of being, be and do in the Andean Amazon world.

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.

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.

The Project: Possibilities of scaling in the next 3-5 ye arsThis 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.

The Project: Schedule

The Project: Partners

Regional Centres of Expertise (RCEs): RCE Lima-Callao, RCE Bogotá, RCE Western Jalisco and RCEGuatemala.

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

CÉSAR VALLEJO