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Primate focused conservation education in Paraguay: Doing something Para La Tierra. | LitMetric

Primate focused conservation education in Paraguay: Doing something Para La Tierra.

Folia Primatol (Basel)

Fundación Para La Tierra, Centro IDEAL, Pilar, 2800, Ñeembucú, Paraguay.

Published: October 2024

AI Article Synopsis

  • Over 91% of the Upper Paraná Atlantic Forest in Paraguay has been deforested, while the Gran Chaco is rapidly disappearing, highlighting urgent conservation issues exacerbated by public ignorance about nature's importance.
  • Fundación Para La Tierra launched the "Voces de la Naturaleza" Eco-Club in 2016, focusing on primate conservation and has expanded to 26 schools, engaging over 1,500 children through participatory lessons since 2018.
  • Despite challenges like the COVID-19 pandemic and logistical costs, the program shows promise, as children retain the knowledge gained, and success stems from strong partnerships with teachers that foster communication and respect.

Article Abstract

Over 91% of the Paraguayan Upper Paraná Atlantic Forest has been cleared and the Gran Chaco is the fastest disappearing habitat on the continent. One of the compounding issues for conservation in Paraguay is the lack of knowledge of the importance of nature amongst the population. Fundación Para La Tierra (PLT) began the country's first Eco-Club program, "Voces de la Naturaleza" (Voices of Nature), in 2016. Three of the curriculums participatory lessons focus on primate conservation. These lessons formed the basis of PLT's Atlantic Forest education programme in 2018 when the team began visiting 22 schools around San Rafael (Tekoha Guasu). To date 26 schools (1,500+ children) across two political departments and four districts have participated in this programme which is now entering its 6th year. The biggest challenges have included the COVID-19 pandemic and the logistics and costs involved in reaching rural and remote schools. Though it is too soon to record observable behavioural change ongoing monitoring over the six year period indicates that children remember the information gained through the participatory methods for several years. We believe that the main reasons for the success of this programme are the collaborations that we have built with the teachers of the schools based on open communication and mutual respect. Though costs can be an issue when beginning, or running, a long-term project we recommend that potential educators not be put off trying and that a lot of good can be achieved with a small amount of funding.

Download full-text PDF

Source
http://dx.doi.org/10.1163/14219980-bja10039DOI Listing

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