Geoeducation strategies in the Amazon, Napo Sumaco Aspiring UNESCO Global Geopark
The UNESCO Global Geoparks are grounded in three core principles: education, geoconservation, and geotourism. Since 2015, the Napo Sumaco Aspiring UNESCO Global Geopark (NSAUGG) in the Ecuadorian Amazon has concentrated its efforts on enhancing local capabilities through Earth Sciences education, un...
| Authors: | , , , , |
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| Format: | article |
| Publication Date: | 2024 |
| Country: | España |
| Institution: | Universidad Complutense de Madrid (UCM) |
| Repository: | Docta Complutense |
| Language: | English |
| OAI Identifier: | oai:docta.ucm.es:20.500.14352/107999 |
| Online Access: | https://hdl.handle.net/20.500.14352/107999 |
| Access Level: | Open access |
| Keyword: | 502.171:55(811.3) Geoeducation Geotourism Geosciences Guides Amazon Geología 2506 Geología |
| Summary: | The UNESCO Global Geoparks are grounded in three core principles: education, geoconservation, and geotourism. Since 2015, the Napo Sumaco Aspiring UNESCO Global Geopark (NSAUGG) in the Ecuadorian Amazon has concentrated its efforts on enhancing local capabilities through Earth Sciences education, underscoring the safeguarding of natural and cultural heritage and environmental stewardship. A comprehensive educational dissemination model was implemented, incorporating both indoor and outdoor activities, geoscience education training, geodiversity knowledge enhancement, and the creation of content and workshops that integrate classroom and field-based learning and evaluation. The concepts of geodiversity and geoparks were disseminated to adults and youth, primarily members of the native peoples' communities, particularly those employed at the Community Tourism Centers and the geopark guides designated as “Yuyaiwa Pushak Runakuna.” A total of 60 individuals from the NSAUGG populations between Tena and Archidona cantons participated in the educational activities, which involved 19 geoeducators. These initiatives facilitated an appreciation of the geopark's diverse heritages, including its geological, biological, and cultural assets. The geoeducation efforts fostered geotourism, with the Yuyaiwa Pushak Runakuna acquiring greater value through their assimilation of geological and speleological knowledge. This is evident in their use of geological vocabulary and understanding of geological processes and materials in guiding activities for both national and foreign tourists. The most significant achievement is the establishment of “Geoeducation for Sustainability” actions, which promotes collective life through knowledge dialogues based on Minka (voluntary community work) and Turkana (reciprocity and barter). These actions encouraged a deeper connection to the geopark's heritage and strengthened community cohesion. |
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