Teachers Linked to World Culture Heritage, RCE Guatemala

TEACHERS LINKED TO WORLD CULTURE HERITAGE

RCE GUATEMALA CURITIBA 10/2016

GUATEMALA AND MESOAMERICA

EDUARDO SACAYON/EFPEM/USAC

Region is called Mesoamérica because they share similar traditions world views and other cultural

manifestations.

Ancient societies – history of 4,000 yearsMayas are one of the five societies whose

creation are considered the base of human civilization: Egipt, India, Mesopotamia and China.

Calendars, pirámides, agricultura (maíz y cacao).

PROBLEM

DESPITE OF ALL OUR BIOLOGICAL AND

CULTURAL RICHNESS THE DEVALUATION OF THE

ANCESTRAL KNOWLEDGE STILL REMAINS AT THE

UNIVERSITY AND THE WHOLE EDUCATIONAL

SYSTEM

PROJECT DESCRIPTION This is an

educational

program of 3

months that

brings together

teachers and

students to the

scientific and

technological

knowledge of

the ancient and

present Mayan

culture.

Curriculum is

comprehensive and

the Mayan cities as a

centers of interest are

studied from history,

social organization,

architecture, hydraulic

engineering,

mathematics, health,

Botany, politics,

worldview to other

forms of social

relationship with nature

and the cosmos.

OBJECTIVES

SENSITIZE TEACHERS ON THE

IMPORTANCE OF

INTERCULTURALITY

TRAINING TEACHERS ON ESD

PRINCIPLES

PROMOTE AWARENESS OF THE RICH

MESOAMERICAN CULTURE

PROMOTE CULTURAL IDENTITY AND

RESTORE CULTURAL HERITAGE

GENERATE PROPOSALS FOR

IMPLEMENTATION IN THE

CLASSROOM EDUARDO SACAYON

OBJECTIVES

Teachers know the Mayan cultural

heritage, especially the sites

recognized by UNESCO as cultural

heritage of humanity.

Teaching resources from astronomy,

architecture, health, law,

engineering, agriculture, botany,

administration, policy, arts, etc.

Knowledge that should be

integrated to their plans of teaching

obtaining with this a plural

University and intercultural teacher

plans.

EDUARDO SACAYON

COINCIDENCES: ESD THEORY AND NEW SCHOLL MOVEMENT

STUDENT ORIENTED

VALUED ORIENTED

AND FOCUSSED ON

CRITICAL THINKING

ACTION ORIENTED

ESD THEORY

NEW SCHOOL

MOVEMENT

PARTICIPATION AND

COLLABORATIVE

LEARNING

INVESTIGATIVE

ATTITUDE

PBL AND PBL

COLLABORATIVE GROUPS

VIRTUAL ENVIRONMENT

ENJOY NATURE CONTAC OUT

OF THE UNIVERSITY WALLS

MAYAN CITIES AS INTEREST

CENTRES

MINISTERIO DE EDUCACIÓN

15/15

DEWEY: DOING

MONTESSORI:

CREATING

FREINET: LIVING

DECROLY: LAUGHING

METHODOLOGY

The program is based on a

pedagogical model that

combines face-to-face and

virtual activities. The activities

face-to-face is carried out by

means of didactic itineraries

what Freinet call class walk,

to cities Mayan and

museums.

VIRTUAL

CLASSROOM.

COMPUTATIONAL

THINKING

COLLABORATIVE

TEAMS,

CHAT,

BLOGS, ETC.

Dialogue of knowledge. Space for the recognition,

assessment and development of cultures. Interaction of knowledge,

technologies and values of different cultures.

Create a pluralistic vision of

reality.

Promote diversity of learning and cultural diversity.

TRANSFORMATION OF THE

HEGEMONIC EDUCATIONAL

MODEL.

EDUCATION CULTURALLY

APPROPRIATE.

RECOGNITION OF CULTURAL AND

LINGUISTIC DIVERSITY.

INDIGENOUS KNOWLEDGE AND

WESTERN KNOWLEDGE

LINKED INTO PROGRAMS AND

EDUCATIONAL PROJECTS

OUR CHALLENGE

Youth Network

Empowering the indigenous youth in their cultural identity ..

Art: Sucely Puluc, Mayan K’iche’

THANKS SO MUCH

EDUARDO SACAYON/EFPEM/USAC

The concept of sustainable development is an essential part of the project. Personal specialized,

archaeologists, anthropologists, sociologists together with Mayan spiritual guides form and train

professor and university student to study the cultural heritage so that to contribute to its

conservation and dissemination. By this way university professor, not only gain in intercultural

competences but also encourages identity and contributes to creating citizenship.

While we have the obligation of promote

the continuity of local cultures including

indigenous cultures, each day, in cities of

all the world, old traditions converge with

new forms of creativity, contributing thus to

the conservation of the identity and

diversity.

Intercultural dialogue is one of the greatest

challenges of humanity.

Creativity is valued as an inexhaustible

resource for society and the economy.

This is an opportunity for university teachers of expanding their skills, knowledge,

values and attitudes that allow them contribute to a sustainable development.

Also with this project teachers promotes citizenship, mutual understanding between

citizens from different ethnic groups and societies, justice, democracy, tolerance,

cultural identity and acknowledge the valued of the Mayan wisdom.

The project also is focused in three areas of action of the GAP:

Integrating sustainability practices in pedagogical contexts

Changing training and learning environments by using field trips to visit ancient

mayan cities in three central America countries: Guatemala, Honduras and El

Salvador.

With the theoretical support of 4 classic academic educationalists: Dewey (doing),

Decroly (enjoying), Montessori (creating) and Freinet (living).

By this way the project lemma o slogan is: University without walls, classrooms

without limits.

Culture is considered to be one of the pillars of the

EDS. Within the culture the cultural heritage has to

see with the promotion of the citizenship with the

relationship among societies and individuals.

Culture shapes what we mean by development and

determines the people behaviour in the world.

This perspective points to the relationship between

culture and sustainable development through a dual

approach: developing the own cultural sectors

(namely: heritage, creativity, art, cultural industries,

cultural tourism); and advocating for the culture to

be properly recognized in all the public policies,

particularly in those related with education,

economy, science, communication, environment,

social cohesion and international cooperation.