VIRTUAL FORUM ON CULTURAL DIVERSITY IN THE HEMISPHERE

CIVIL SOCIETY'S REFLECTIONS ON THE FIRST MINISTERIAL MEETING

DECLARATION
OF THE PROFESSIONAL ORGANIZATIONS FROM THE CULTURAL MILIEU OF THE AMERICAS

The Unit for Social Development, Education and Culture, committed to fostering open dialogue with civil society, launched an on-line consultation and dialogue forum as a shared space for the analysis by and participation of civil society in the process of preparing the Declaration and Plan of Action of Cartagena de Indias. The "Virtual Forum on Cultural Diversity in the Hemisphere" has been on-line since June 3rd, 2002.

In order to promote participation in the theme of cultural diversity, more 1000 people representing civil society organizations and professionals working in areas related to the promotion of cultural diversity in the hemisphere were invited to participate.

Participants in the on-line discussion were provided with background documents used in the debate and negotiation of the draft Declaration and Plan of Action of Cartagena de Indias. These include a summary of the current concerns regarding cultural diversity in the hemisphere, the Draft Declaration and Plan of Action of Cartagena de Indias, approved on June 14th at the preparatory meeting, held in Washington, D.C., and various other documents emanating from the Experts Seminar on Cultural Diversity, in addition to other technical reference documents prepared by experts.

In one month of operation, more than 80 people registered in the on-line forum, and 13 comments were received with respect to the theme.

The following people and civil society organizations registered and/or sent us their comments:

Organizations Registered as of July 8th 2002

1. Gisela
(Brazil)

2. Casira Indigenous Community "CO.IN.CA"
Social and Cosmic Development

3. CHIBCARIWAK
Cultural strengthening of indigenous communitites in an urban context. (Colombia)

4. "It's Never Late" Regional Literacy Pact
National University of Entre Ríos. (Argentina)

5. Luis Fernando

6. IPADE.
Contributing to the strengthening of democratization in Nicaragua, strengthening local development with a gender, generational and multi-ethnic. (Nicaragua)

7. Oxfam-GB.
Alleviating poverty and human suffering. (Brazil)

8. TAREA.
Improving the quality of education. (Peru)

9. ACHNU
The protion of childrens' rights. (Chile)

10. DIVERSER research group
Research on pedagogy, symbolic systems and cultural. (Colombia)

11. State University of Rio de Janeiro.
Higher Education. (Brazil)

12. Eastern Catholic University.
Educating, extending and serving. (Colombia)

13. Ayuda en Acción.
Improving life conditions for marginalized children and families in the rural area of the country. (Honduras)

14. Roberto Marinho Foundation.
Promoting educatioin, culture and the media. (Brazil)

15. Acción Educativa.
Contributing to educational and youth rights. (Brazil)

16. Consejo Nacional de Cultura.
Fostering, disseminating, planning and financing cultural affairs. (Ecuador)

17. Joanildo Burity
(England)

18. Acción Ciudadana
Building citizenship. (Colombia)

19. Federal University of Pará
Teaching, research and dissemination. (Brazil)

20. Beatriz Argentina

21. Center for Educational Studies
Educational Investigation. (México)

22. Venezuelan Group of the Latin-American Parliament
Legislative Function. (Venezuela)

23. UNESCO
Paris (France) - Santiago (Chile)

24. IDHU - ACJ
Civic non-profit association. (Uruguay)

25. FLACSO
Teaching and postgraduate research in Social Sciences. (Ecuador)

26. OCDESI. Cooperative Office for International Social Development
Contributing to the development and progress of countries, supporting and fostering programs and projects designed by the government and civil society, with a focus on vulnerable groups such as children, youth, the elderly, people with disabilities. (Spain)

27. National Foundation for Development
Promoting sustainable development in El Salvador and Central America. (El Salvador)

28. Base ECTA
Rural development. (Paraguay)

29. TARPUY
Indigenous children and families. (Peru)

30. COPMAUGA
Implementing the Agreement on the identity and rights of indigenous peoples. (Guatemala)

31. Angelin
(Tenton, NJ)

32. CELADEC
Promoting folk education and Christian education in churches and ecumenical organizations.

33. Alejandro
(Paraguay)

34. Proyecto "Prata da Casa"
NGO- Education, research and teaching. (Brazil)

35. Municipal Safety Forum / Argentinian Students Union.
Education, public safety, human rights and environmental protection. (Argentina)

36. Carlos Cullen
(Argentina)

37. Centro Cultural Poveda
Teaching and training of teachers/ from the private sector, working in isolated areas. (Dominican Republic)

38. Tierraviva
Support for Indigenous Communities

39. Pat
(Santa Ana, CA)

40. CHAQUIÑAN
Educational. (Ecuador)

41. José Antonio Fernández
(Spain)

42. Ana María Ezcurra
(Argentina)

43. Roberto A
(Argentina)

44. Ana
(Argentina)

45. Ser Hand Ltda.
Training and action-research. (Chile)

46. Philosophical Organization of Uruguay
Promotion of philosophy. (Uruguay)

47. State University of Rio de Janeiro - UERJ
Research and teaching at the higher level. (Brazil)

48. AELAC Association of teachers in Latin America and the Caribbean

49. Olga Ramos
(Venezuela)

50. Reading Association
Literacy promotion. (Argentina)

51. La Crujía Communication Center
Communication Training. (Argentina)

52. Afro America Foundation
Rejuvenating African cultural diversity in the Americas and the Caribbean. (Venezuela)

53. The National Association of Latino Arts and Culture
Promoting latino non-profit art and culture organizations in the United States. (Texas)

54. Popular Participation Movement
Political Movement with a parliamentary representation. (Uruguay)

55. Youth Culture
Promotion of youth. (México)

56. OFRANEH
Territorial and cultural defence of the Garifuna people. (Honduras)

57. Sociocultural Foundation (FUSCAL)
Fostering the development of excluded populations. (Costa Rica)

58. Promotion and Development of the Woman
Defence of womens rights

59. Silvia Gómez
(Argentina)

60. Movimiento Manuela Ramos
Womens rights (Peru)

61. Regional literacy project
CELADE-CEPAL NGO (Chile)

62. Nahumpro Siglo XXI Foundation
Social, Cultural and Educational Research (Colombia)

63. Pequeña
(Argentina)

64. Fe y Alegría
Popular Education (Colombia)

65. Pequeña
(Argentina)

66. Harry Chavez
IPADE Fostering civic participation

67. Lyle Figueroa de Katra
Veracruzana University (Mexico)

68. Lucio Vasquez
Casira Indigenous Community (CO. IN.CA) Social, Economic, Political and Spiritual Development (Argentina)

69. Sarah Gardner
International federation of arts councils and culture agencies (IFACCA)
(USA)

70. David Ocanto
(Venezuela)

71. Nilsa Carolina Britez Osorio
Alter Vida. Generating equitable and cooperative environmental knowledge, proposals and action for a sustainable Paraguay
(Paraguay)

72. Blanca Luisa Valera Michel
Center for Research and Study
(Mexico)

73. Luz Elena Romero Alvarado
Reaffirming cultural identity (Perú)

74. Rafael Segovia
International Network for Cultural Diversity. Promoting an international instrument for cultural diversity (Mexico)

75. Alexis Andrew
INCD. Promoting cultural diversity. (Canada)

76. Gabriel Kaplún
University of the Republic. (Uruguay)

77. Buettner
Council of Europe. Protection of Human Rights, promotion of democracy and rule of law, also of cutlural diversity. (France)

78. Georgina DeCarli
Latin American Institute of Museums (ILAM). Support for museums and parks through research, training and communication (Costa Rica)

79. Andrés Felipe Pérez
(Argentina)

80. Helena T.M. Richards
Alliance of Panamerican Round Tables
(Texas, USA)

Comments from Civil Society on the on-line forum on cultural diversity
in the Americas - As of July 8th, 2002

Casira Indigenous Community "CO.IN.CA." - Argentina

Comment "A BETTER WORLD IS POSSIBLE" when societies accept us as diverse and respect the guidelines by which we live, preserving the fundamental values of a healthy lifestyle that do not damage the universal or cosmic equilibrium. These universal principles are put forth by indigenous peoples to be shared; however, dominant societies do not wish to view them as such.

DIVERSER - Colombia

Comment The research group, Diverser, from the University of Antioquia Faculty of Education, has been working on a research project since 2000, entitled "the representation and interpretation of social reality through dramatic plays and other artistic-recreational activities among children in a diverse cultural context". Among the main problems we have discovered in this population is the systematic loss of cultural identity, among both male and female participants, that manifests itself in a lack of knowledge of their ancestral cultures. As a result of what we have observed, we believe that this systematic loss of cultural identity is rooted in different factors that are related to the tendency of our education system to homogenize culture. Our schools homogenize culture to maintain a European ideal of society: white, Catholic and heterosexual; differences are not even recognized nor respected within the school: religion is taught but not religions, Spanish is taught, but not languages; written literature is taught in Spanish, leaving aside oral tradition. All that is indigenous or black is taught as a violent history, past and dead. Subconsciously we are made to see the indigenous or black races as inferior; the homosexual as something strange and out of the ordinary; other religions and beliefs as deviations from faith; all the former as sheep led astray that need to be shown the way; this has been the education in our country, one path along which all must learn to follow.

Center for Educational Studies - Mexico

Comment Studies on diversity have advanced sufficiently to clearly illustrate that recognizing diversity is not enough; it is necessary to ensure that together with this recognition we practice inclusion, which signifies that education offered in countries, especially at the primary level, should respect all the different cultures and not exclude anyone for reasons of language, religion, custom, cosmovision, etc. This is the big challenge for education, because after all is said, there remains a great divide between what is said and what is done. For a long time now, including "regional, local or cultural content" in the curriculum has been considered sufficient in terms of respecting cultural diversity, but the truth is that in many cases this has been reduced to themes that may be more appropriately labeled "folklore". The challenge is to deeply reflect on what it means to educate on diversity.

Project "Prata da Casa" - Brasil

Comment In this situation, the community has an ensemble of the richest cultural expressions of the country. If we empower community groups to obtain public authority, their efforts to preserve their identity will be maintained and strengthened. As there are many cultural expressions and many groups, there is cultural pluralism and permanence of features that globalization cannot suffocate.

Poveda Cultural Center - Argentina

Comment The participation of civil society is not only necessary, but also urgent in the current situation in which our continent is living. It is from this perspective that a more dialectic and productive relationship should be created between the state, as the main actor responsible for educating society, and organizations committed to the social, economic and cultural development of the people. There are multiple organizations that are contributing significantly to improving the quality of education for individuals, groups and communities. This forum seems to be an excellent opportunity to reflect on and construct new strategies that will contribute to the formulation of new educational policies that strengthen the equality and quality of the educational and cultural fields.

An organization from Argentina

Comment As culture is one of the subtlest means of domination and infiltration used by dominating peoples over the dominated, and being also one of the most suitable instruments for this new style of imperialism named globalization, I think that it is indispensable that if one truly wishes to work positively towards respecting and promoting cultural diversity among the peoples of the Americas, one must be specific in the definition of certain terms. In my modest opinion, I believe that the only equality that can be spoken of, is equality of access to the consumption, manifestation and expression of diversity. Clearly, if producers face barriers such as having to pay for the dissemination of their products, it is highly unlikely that the poor and dominated of the hemisphere will be able to participate freely in the melange of recognized artistic expressions that are of accessible to all.

An organization from Argentina
Comment If our education system were to offer resources that taught innovative and informal methods and techniques that would enable youth to build models for the development of healthy lifestyles, it would be very effective in reinforcing peaceful behavior and solutions for the reduction of violence and aggression. These tools can offer cognitive resources that will enable children to discover their aspirations and aptitudes as well as explore their skills and abilities so that they may build their own life projects. We hope that if the needs of our youth are acknowledged and met, beyond the requirements of a competitive world, which forces them to speak and write in English, learn computer technology and master all modern technology. This too is cultural diversity.

Alliance of Panamerican Round Tables - Texas, USA

Comment Since its foundation, Pan-American Round Tables have developed projects and activities in the cultural sphere, with an emphasis on education, communication, environment, health, art and cultural exchange in the countries of the Americas. We believe that improving the quality of education in each country will allow us to improve knowledge, understanding and friendship between the inhabitants of the American nations. That is our primordial objective. We place ourselves at the service of the Inter-American Committee on Culture, with the firm belief that we are able to help achieve its objectives at a continental level. In addition, we believe that if we were to be designated as a Civil Society Representative to this Committee, we would be committed to supporting member states, studying ways to facilitate the contribution of civil society, philanthropic organizations etc. to the development of cultural policies.

Fe y Alegria - Colombia

It seems to me that the theme of popular urban culture is not addressed in the papers presented. The creation of gangs, the violence inherent to many of them, the violent defense of territory, the fight for survival, and the codes of conduct of these gangs are common in various countries of Latin America. Studies have proven the loss of influence by families, schools, indigenous cultures and traditional churches in the face of the increasing popularity of the media, including the Internet, street socialization and peer groups. Today we speak of a culture of globalization; can we also speak of a capitalist "culture" or of a capitalist ideology in inner cities? We also speak of postmodernism, to what extent is this reflected in the popular culture of youth? Beyond the above-mentioned issues, cultural elements such as machismo, alcoholism, and family class, seriously affect the behavior of our students and their parents. We hope that the forum will contribute to our duties as teachers. Despite the loss of the school's influence, it continues to play an important role in the creation of values, and in molding individuals capable of coexisting peacefully and participating in political activities related to the common good. The overall objectives that must be met in order for our countries to develop economically and democratically are closely linked to education and obviously to culture.