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Item type:Publication, Pedagogical accompaniment in Peruvian Amazon: Conceptions, process and problems(Centro Interamericano de Investigaciones Psicologicas y Ciencias Afines, 2024-01-01)In Peru, the census evaluations (ECE) of the Ministry of Education (MINEDU) show that few students of Intercultural Bilingual Education (EIB) in the Ucayali region reached the expected level in reading comprehension and math. In response to this critical situation, MINEDU implemented pedagogical accompaniment as a national strategy to improve school learning. However, after its implementation, there was no evidence of improvements in the learning achievements of children. In this context, a qualitative descriptive study was proposed, whose purpose was to understand the conceptions, process, and problems of the mentors of the Shipibo-Konibo and Asháninka peoples in their pedagogical accompaniment work. This study was conducted in two phases. In the first phase, 10 EIB pedagogical mentors from the Shipibo-Konibo and Asháninka peoples in the province of Coronel Portillo participated in a group interview. In the second phase, three mentors from two Shipibo-Konibo communities participated. During this phase, the mentors were observed during their work in the classroom and accompaniment sessions and were then interviewed. The main results of the study showed that the mentors concluded that the accompaniment consists of assisting the teachers in their pedagogical work to facilitate better learning for the children. However, while the actions they took contributed to the pedagogical content necessary for teachers to fulfill their role, they were potentially undermining the trust relationships necessary for an optimal accompaniment process. Furthermore, it was found that the mentors followed the accompaniment protocol suggested by the MINEDU. The most significant issue identified was the perceived difficulty of accessing the communities where the teachers work, as many are located several days’ travel from the city of Pucallpa, where most of the mentors reside. This means that the mentors have to travel long distances to fulfill their accompaniment duties, with some having to travel by boat for up to three days. Additionally, the mentors reported issues with managing the accompaniment, such as not being paid on time, not receiving necessary materials, or not following work schedules. Many also reported that even when materials reach the communities, the teachers are not trained to use them, which leads to them not being utilized. Although the mentor was supposed to focus on supporting the teacher’s lesson planning, this left little time to focus on the themes that concerned the teacher or other formative aspects that were needed. It was also observed that the mentors focused on the difficulties teachers had in teaching, while ignoring the potentialities that these teachers could have for pedagogical practice. This article presents these and other findings about pedagogical accompaniment in this area and suggests the inclusion of a psycho-pedagogical perspective in the process. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Life Histories with Members of Indigenous Peoples: Methodological Remarks Based on Two Recent Books(Ibero - Amerikanisches Institut, 2023-07-13)In this paper we aim to identify some relevant methodological traits of life histories - conceived both as a research framework and as a textual outcome - with members of indigenous peoples. In order to achieve this goal, we discuss the concepts of ‘narrator’ and ‘narrataire’, the researchers’ stance, and the transformative potential of life histories, as well as some ethical and political issues that these processes and textual productions raise. We depart from the elaboration of the life histories of a multilingual teacher from the Peruvian Amazon and of a historical leader of the Asháninka society: a bilingual book in Spanish and Bora, the first language of the teacher (Díaz Peña 2017), and a book in Spanish and Asháninka, the first language of the historical leader (Casanto Shingari 2022). We state that a core methodological feature of working out life histories with indigenous peoples is the need for clearly setting out throughout the process the various asymmetries and differences between the narrator and the narrataires. A remarkable asymmetry in the experiences we assess pertains to the linguistic market (Bourdieu 2008; 2002), and it emerges from the different social values assigned to the various codes downplayed in the process of producing the life histories and in their textual outcome. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Exploring Amazonian Cognitive Diversity at Chana Research Station(Wiley, 2026-01-01)The Chana Research Station for Language Sciences and Interculturality is a scientific initiative dedicated to exploring the linguistic, cultural, and cognitive diversity of the Peruvian Amazon. Building on long-standing local partnerships and collaborations, Chana facilitates research on cognition that extends beyond populations from industrialized democracies, traditionally overrepresented in behavioral sciences. Other populations-such as those in Amazonia-exhibit remarkable diversity. With this in mind, current Chana projects and collaborations encompass research on how Amazonian unique linguistic structures and culturally significant practices shape language processing and acquisition, as well as nonlinguistic cognition; studies on cognition focused on quantification practices in cultures with limited or unconventional numeral systems; and cross-cultural investigations of perception, building on prior research in other regions of the Amazon and the world. Beyond human cognition, the station has also supported experimental research on the relationship between domesticated dogs and their owners. Chana prioritizes inclusive and ethical research that benefits and includes local communities and their perspectives by engaging local and Indigenous researchers, and leading social and educational projects focused on cultural revitalization. Chana welcomes collaboration with researchers who are interested in advancing the understanding of Amazonian societies, languages, and knowledge systems.