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Kurunabirus. Una mirada urarina sobre la creación de las enfermedades y los nuevos contagios en la cuenca del río Chambira (Amazonía Peruana)
(Universidad Nacional de Colombia::will be referenced::ROR-ID, 2021-02-09)
The Urarina of the Chambira River (Peruvian Amazon), like other indigenous groups and communities in the region, are once again facing a potentially catastrophic epidemic event. Despite the lack of knowledge about the effects or the way the new disease is spreading, and using the little information available, they responded promptly to the spread of COVID-19 by arranging for the closure of access to the basin and adopting measures of self-isolation. This article is a reflection on the experience of the last few months, and arises from several conversations that took place between the two authors throughout the quarantine period. The text raises a discussion about the coronavirus (kurunabirus), its origin and spread, using an unpublished Urarina myth that tells the creation of the diseases. Finally, it highlights how the mythical discourse, by contradicting the merely biological interpretations, confers a social origin to the infectious diseases, whose vaccine becomes effective through autonomy and organization, the only virtuous strategies to face the current emergency.
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Plantas y animales usados para combatir la pandemia del COVID-19 en dos comunidades indígenas ticuna del departamento de Loreto, Perú
(2022-12-30)
El COVID-19 golpeó las comunidades indígenas amazónicas del Perú durante dos años, fomentando la recuperación de conocimientos, prácticas y estrategias tradicionales para combatir sus síntomas. Presentamos las especies de plantas y animales usadas por dos comunidades ticuna del bajo Amazonas peruano durante la pandemia del COVID-19, describiendo la forma de preparación y administración de los preparados. La información se obtuvo a partir de entrevistas semiestructuradas a hombres y mujeres de las comunidades durante las dos primeras olas de la pandemia, de mayo del 2020 a junio del 2021. Las entrevistas fueron presenciales, en los trabajos de campo realizados en las comunidades, y virtuales, usando la vía telefónica y aplicaciones de mensajería disponibles en las comunidades o en los centros poblados mayores cercanos. Durante los trabajos de campo en Nueva Galilea se realizaron visitas a los puntos de colecta de las especies vegetales. Se identificaron catorce especies de plantas y tres especies de animales usados en la pandemia. Las partes más usadas de las especies vegetales, en orden de importancia fueron las hojas, las raíces, los bulbos y los frutos, realizándose preparados en forma de infusiones, al fresco, en baños y en inhalaciones de vapor. Se evidencia cómo el conocimiento tradicional en el uso de las plantas y animales que curan, de manera integrada con la apropiación de conocimientos externos, sigue vigente en las comunidades ticuna. El conocimiento sobre las propiedades curativas de catorce especies de plantas y tres especies animales identificadas ha permitido combatir los síntomas de una enfermedad muy agresiva.
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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.
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Seeking Socio-Environmental Justice: Indigenous Perceptions of Oil Extraction and Environmental Remediation in the Northern Peruvian Amazon En demanda de justicia socioambiental: percepciones indígenas sobre la actividad petrolera y la remediación ambiental en la Amazonía norperuana
(Flacso Mexico, 2026-01-01)
This article analyzes the effects of hydrocarbon exploitation in socio-ecological landscapes of the northern Peruvian Amazon, as well as the socio-environmental conflicts between indigenous federations, corporations, and the State institutions in the former Block1AB (Loreto, Peru). Using a mixed-methods approach that integrates quantitative and qualitative data, the study examines the perceptions of Quechua, Achuar, and Kichwa indigenous communities regarding their experiences, dilemmas, and environmental afflictions in relation to oil pollution, environmental degradation, indigenous life perspectives, and the restoration of their territories. The findings suggest that the expressions of endogenous assessments by the affected native communities and their expectations for systemic environmental remediation constitute key benchmarks within the framework of their current demands for socio-environmental justice, transcending the traditional technical vision of territorial restoration.
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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.
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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.
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Aprender a leer en la Amazonía: Factores escolares clave en contextos desafiantes
(2026-03-16)
Este estudio analiza los factores escolares asociados al rendimiento en lectura de los estudiantes de 4.° grado de primaria de las regiones que conforman la Mancomunidad Regional Amazónica del Perú y que fueron evaluados en la Evaluación Nacional de Logros de Aprendizaje (ENLA) 2024. A partir de un enfoque cuantitativo, se utilizaron modelos multinivel y multigrupo para comparar los patrones observados en la Mancomunidad Amazónica con los del resto del país respecto a la relación del desempeño lector y factores como la organización escolar, la formación docente, la permanencia docente, la satisfacción con la capacitación recibida por la UGEL y las prácticas pedagógicas implementadas. Entre los principales hallazgos, destacan la asociación negativa entre la pertenencia a escuelas privadas y urbanas, y el rendimiento lector en las regiones de la Amazonía, en contraste con la tendencia nacional. Además, se observan mejores resultados en escuelas polidocentes completas, lo que pone en evidencia las limitaciones del modelo multigrado predominante en zonas rurales. Las prácticas pedagógicas centradas en la construcción de significados se asocian positivamente al desempeño, mientras que las prácticas repetitivas o centradas en la decodificación muestran efectos negativos. Asimismo, la formación de postgrado en docentes y directivos, así como la satisfacción con la capacitación brindada por las UGEL, presentan un mayor efecto positivo en contextos amazónicos. Estos resultados evidencian la urgencia de diseñar políticas educativas con enfoque territorial que fortalezcan la formación docente inicial y en servicio, mejoren la retención docente y promuevan prácticas pedagógicas contextualizadas y culturalmente pertinentes en la Amazonía peruana.
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