Intangible cultural heritage, that important web of traditions, ancestral knowledge, and artistic expressions that identify us as a people, is much more than a set of elements. It is the heart of our communities, the legacy we transmit from generation to generation, and connects us between the past and the future. 6d3n2c
Why is it important in education? 2c4x5v
When students learn and approach their heritage, they strengthen their identity and sense of belonging and develop a deep respect for cultural diversity. This comprehensive learning enriches them, broadening their vision of the world and fostering tolerance and respect. In addition, the school becomes a space for transmitting ancestral knowledge, ensuring that these traditions are maintained over time.
In short, intangible cultural heritage is an invaluable pedagogical tool that can significantly enrich teaching-learning. By integrating this valuable resource into education, we are sowing the seeds of a more just, inclusive society that respects its cultural diversity.
The CRESPIAL initiative - Intangible Cultural Heritage in the Classroom 51216y
The primary objective of this initiative is to conceive an innovative methodology that allows young people to not only know and value but also lead experiential research projects on the intangible cultural heritage (ICH) of their localities. By using new technologies as critical tools, this proposal seeks to promote active, responsible citizenship that respects cultural diversity, thus contributing to the 2030 Agenda for Sustainable Development objectives.
Promoted by CRESPIAL, this initiative materialized in a pilot project carried out in 2019 with the invaluable of the GAL Center Educational Company. During three phases, teachers and students from four emblematic educational institutions in the Cusco region of Peru were actively involved: Cecilia Túpac Amaru (Cusco), Hermanos Ayar (Paruro), San Juan Bautista (Coya) and GAL School (Cusco).
The results obtained were highly encouraging. The students developed eleven research projects based on a profound reflection on the expressions of ICH that they identified as an essential part of their cultural identity. These projects culminated in creating interactive digital platforms, where ICH comes to life through QR codes, allowing immersive and accessible navigation for all. By integrating the study of ICH into school curricula and encouraging student participation in research projects, we contribute to the following:
- Transmit knowledge: Young people learn about their communities’ traditions, customs, and ancestral wisdom, strengthening their cultural identity.
- Develop skills: Research on ICH promotes the development of skills such as observation, inquiry, communication, and problem-solving.
- Foster creativity: By creating cultural products based on ICH, young people express their vision and contribute to revitalizing traditions.
- Promote community participation: Students become active agents in preserving their cultural heritage, involving their families and communities in the projects.
Building on the success of the first stage in 2019, the project was expanded in 2022, ing forces with the UNESCO Office in Peru. Thus, the UNESCO Office in Peru implements the Horizontes Program, an initiative focused on rethinking the meaning and services of rural secondary education and its contribution to the trajectory of rural adolescents and young people. On this occasion, the Horizontes Program team contributed to the implementation of the second stage of the project by identifying and facilitating the link with the relevant educational institutions and other critical actors in the education sector, advising on the articulation between the performances of the national curriculum and the components of the project, and on the actions to disseminate and present the project and the results of the project. This second stage was designed to apply and validate the implementation guide for education, ICH, and innovative technology projects developed by Crespial and Gal in 2019 and 2020 in two rural educational institutions in the Cusco region that are part of the Horizons Project of the UNESCO office in Peru. The main objective was strengthening students’ connection with their intangible cultural heritage (ICH) through technological tools and innovative methodologies.
The project was implemented in two rural schools in the Cusco region: the Javier Pérez de Cuellar educational institution, located in the community of Sachaq, district of Quiquijana and province of Quispicanchi, and the Lauramarca educational institution, located in the Hacienda Lauramarca Population Center, district of Ocongate, province of Quispicanchi. Fourth-year high school students researched various aspects of ICH in their communities, such as weaving, dance, gastronomy, and social practices.
This project seeks to preserve cultural heritage and foster a sense of identity and belonging in young people. Combining tradition with technology creates a space for new generations to value and spread their cultural heritage.
How was this achieved? 722823
- Teacher Training: Teachers had the tools to guide their students in researching and documenting ICH.
- Student Projects: Young people researched critical aspects of their cultural heritage, such as traditions, customs, and ways of life, using accessible technologies such as tablets and augmented reality applications.
- Implementation Guide: A practical guide was developed so that other educational institutions can successfully replicate the project.
- Partnership with UNESCO: This collaboration expanded the project’s scope and aligned it with national educational policies.