The use of multimedia tools to facilitate broader community participation is enabling some of the more marginalized communities in Peru to share more engaging and relevant local knowledge among their people. “Participatory video
is a methodology to reach the deepest emotional action triggers of people”, said Peruvian film-maker and Andean activist Rodrigo Otero.
During a workshop organized by IICD in Cusco
, facilitated by Otero who is also an expert on participatory video
processes, participants and local organizations agreed that video is a communication technology appropriate for their intervention areas due to its effective way of collecting and transmitting indigenous knowledge, culture and traditions of their communities.
“Participatory video making is related to various experiences in different places worldwide that privilege the role of communities both in the production and diffusion of videos in today’s modern society”, said Otero.
Since 2011, IICD supports the efforts of civil society organizations to integrate ICT in Education through the Connect4Change programme in Peru. Six organizations are currently involved in the implementation of intercultural bilingual education (Educación Intercultural Bilingüe - EIB in Spanish), a nation-wide experimental plan aiming at a more balanced and contextualized education across several Peruvian regions such as Cusco, Huancavelica
A major aspect of EIB is to bring culturally relevant and bilingual education to the classroom by using Spanish and Quechua. Quechua is the mother tongue of 13.2%1 of Peruvians and the language that is widely spoken by some of the most excluded communities in the rural areas where the six Connect4Change-supported organizations intervene. Other aspects of EIB include linking the Andean culture to modern educational practices, for example reintroducing traditional Quechua songs into teachers´ pedagogical methods in the classroom.
During the three-day workshop in May, a group of 20 participants, from technical staff of the six organizations to teachers working in poor communities, explored the basics of participatory video making in a very practical and hands-on training. The first day was dedicated to introduce participants to filming techniques such as “in front of and behind the camera”, “seeking the beauty” or “show and tell” with practical exercises. On the second day, participants learned to write a storyboard using the techniques from day one and shot a 10-minute outdoors interview. The workshop concluded with a round of deliberations regarding the suitability of participatory video methodologies to convey EIB values in the school. Further information