Teachers Linked to World Culture Heritage, RCE Guatemala
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Transcript of Teachers Linked to World Culture Heritage, RCE Guatemala
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TEACHERS LINKED TO WORLD CULTURE HERITAGE
RCE GUATEMALA CURITIBA 10/2016
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GUATEMALA AND MESOAMERICA
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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).
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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
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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.
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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.
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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
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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
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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
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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.
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VIRTUAL
CLASSROOM.
COMPUTATIONAL
THINKING
COLLABORATIVE
TEAMS,
CHAT,
BLOGS, ETC.
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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.
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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
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Youth Network
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Empowering the indigenous youth in their cultural identity ..
Art: Sucely Puluc, Mayan K’iche’
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THANKS SO MUCH
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EDUARDO SACAYON/EFPEM/USAC
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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.
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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.
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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.
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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.
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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.
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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.