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One of the greatest challenges in Peruvian education is for teachers to be able to contextualize the school curriculum (national curriculum for basic education – CNEB) and take advantage of the great cultural diversity of the country, which is found in the different regions and communities. Along this line, communal knowledge plays a fundamental role, as it represents the traditional knowledge transmitted from generation to generation and is part of the identity of many communities.
In this regard, in an episode of the series “Educational Dialogues”, Leonardo Piscoya, teacher, trainer at UPC (Universidad Peruana de Ciencias Aplicadas), explained how the competencies of the school curriculum can be articulated with communal knowledge.
Wisdom in medicine
Different types of knowledge can be integrated into the school curriculum. One of the competencies that the expert emphasizes is "investigating and understanding the world" in the field of Science and Technology.
Piscoya recalls how, when he was a child, a woman named Feli, originally from Cusco, cured him with a celery infusion after his parents, both of them physicians, could not find a solution with conventional medicines.
This experience allowed him to understand that there is valuable knowledge within traditional medicine, although not always documented by Western science. This would be a content that does not appear explicitly in the school curriculum, but, from an intercultural approach, it can be approached, so that teachers can encourage students to investigate the medicinal properties of various plants used in their local communities.
Historical memory
Piscoya also shared a story about his aunt, a 104-year-old lady who told him how she lived the centennial of Peru's independence in 1924. Thanks to her testimony, he was able to learn details that do not appear in history books and understand how the people of his community lived that moment.
In education, these types of stories can be key to strengthening skills such as "building identity and citizenry" and "communication in the mother tongue". Teachers can ask students to interview elderly adults about relevant historical events in their communities and then present their findings in the form of written narrations.
References from abroad
In Denmark, there is an innovative concept called "Menneskebibliotek" or human library, where people can "query" individuals with specific knowledge on different subjects, generating learning based on direct interaction.
Piscoya suggests that this dynamic could be applied in classrooms to connect students with communal wise men and women, allowing the exchange of knowledge in a more meaningful way.
How to integrate communal knowledge into the school curriculum?
The stories shared by Piscoya show that communal knowledge can be articulated with the competencies of the school curriculum in various ways. Some of the key learnings that can be fostered include:
- Building the identity (competency 1): By recognizing and valorizing traditional knowledge, students strengthen their cultural identity and learn to live with people from various perspectives.
- Communication in the mother tongue (competency 7): Oral tradition is a fundamental means for the transmission of knowledge. Incentivizing students to collect stories from their community contributes to the preservation of their language and culture.
- Production of texts in various formats (competency 9 or 12): Communal knowledge can be documented in written, audiovisual or digital texts, promoting the development of communication skills.
- Dialogue among sources of knowledge (intercultural approach): Traditional knowledge can be complemented with modern science, allowing for more comprehensive and contextualized learning.
What can teachers do?
One of the most relevant points that Piscoya underscore is that meaningful learning occurs when students interact with real people and experiences, more so than through theoretical discourses. This implies that education must foster venues where community and academic knowledge can dialog constantly.
To achieve this, teachers can employ strategies such as:
- Participatory investigation projects with the community.
- Interviews with local wise men and women as part of the learning.
- Use of active methodologies such as problem- or project-based learning.
- Crafting educational materials considering traditional or local knowledge.
More in Educational Dialogs
To find more advice on how to implement communal knowledge in the school curriculum, follow closely the series “Educational Dialogs” from the Wiese Foundation. You will also find some more tips about education in Peru.
