hierarchization, differentiation, and selection of information, which will involve
decision making regarding which information is important to associate with
the objectives of the intervention. In this process, the local working group must be
involved so that it can represent the community and at the same time create a level
of identity that leads to a better sense of ownership of the intervention.
It is necessary to emphasize the fact that much of the success or the failure of an
intervention process will depend on the pedagogical process and the process of
prestige that are built with local users. The formation of a unified group, associated
with identity, together with the construction of a model for a dialog of knowledge,
must be systematic and consecutive, based on the needs of the group, and reaffirm
the features of membership at each step. In intervention processes involving
multiple regions, visits by participants from other regions can function as a local
incentive; the users hear in their own language a narration of the experiences that
others have had. In addition to establishing affinity and horizontality for knowledge
transfer, this generates networks that link common experiences in broader processes
of management and processes of coverage that go beyond the community.
Processes of knowledge transfer that are successful in terms of establishing
ownership are those that clearly show each of the stages of the implementation
process, indicating how the stages will be executed. This implies instruction not
only in abstract terms, but the manner of instruction and teaching must also be
based on local codes and needs.
The results of the diagnostic process regarding local knowledge, beliefs, and
practices in the agri-food domain will allow us to observe the level of experience
that the local population has in terms of food production. As we might expect, rural
communities have deep and extensive experience regarding food conservation and
production. This means that from their own bio-cultural heritage there is a set of
traditions passed down regarding uses and management, ranging from the selection
of native seeds to the domestication and control of exotic and native species. It is
also critical to learn about the local perception of food production, whether it is an
activity related to tradition, poverty, prestige, need, daily life, or trade.
Once this is understood, there must be a densification of the meaning of the
intervention, which should integrate various dimensions as to why food is produced. Thus, those local knowledge and practices can be used in a constructive
way, generating a framework of different values and attitudes, within which an
image of prestige and recognition can be created. It is important to note that the
vast majority of the rural population, due to national and international conditions,
understands that growing and producing food is a risky activity that is related to
poverty and ignorance. This perception is a major obstacle for the implementation
of a technology transfer process related to agro-food activity, since local values
such as these limit the process of acceptance of ideological change. It is for this
reason that we propose the Via UAQ begin with the search for new forms of
communication and the generation of new technological scenarios that are able to
transform social imaginaries, values, and perceptions, in order to become the
driving force behind a different modernity that is aimed at sustainable food
systems and respectful of cultural diversity and nature.
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A. Vázquez-Estrada and A. Terven-Salinas
decision making regarding which information is important to associate with
the objectives of the intervention. In this process, the local working group must be
involved so that it can represent the community and at the same time create a level
of identity that leads to a better sense of ownership of the intervention.
It is necessary to emphasize the fact that much of the success or the failure of an
intervention process will depend on the pedagogical process and the process of
prestige that are built with local users. The formation of a unified group, associated
with identity, together with the construction of a model for a dialog of knowledge,
must be systematic and consecutive, based on the needs of the group, and reaffirm
the features of membership at each step. In intervention processes involving
multiple regions, visits by participants from other regions can function as a local
incentive; the users hear in their own language a narration of the experiences that
others have had. In addition to establishing affinity and horizontality for knowledge
transfer, this generates networks that link common experiences in broader processes
of management and processes of coverage that go beyond the community.
Processes of knowledge transfer that are successful in terms of establishing
ownership are those that clearly show each of the stages of the implementation
process, indicating how the stages will be executed. This implies instruction not
only in abstract terms, but the manner of instruction and teaching must also be
based on local codes and needs.
The results of the diagnostic process regarding local knowledge, beliefs, and
practices in the agri-food domain will allow us to observe the level of experience
that the local population has in terms of food production. As we might expect, rural
communities have deep and extensive experience regarding food conservation and
production. This means that from their own bio-cultural heritage there is a set of
traditions passed down regarding uses and management, ranging from the selection
of native seeds to the domestication and control of exotic and native species. It is
also critical to learn about the local perception of food production, whether it is an
activity related to tradition, poverty, prestige, need, daily life, or trade.
Once this is understood, there must be a densification of the meaning of the
intervention, which should integrate various dimensions as to why food is produced. Thus, those local knowledge and practices can be used in a constructive
way, generating a framework of different values and attitudes, within which an
image of prestige and recognition can be created. It is important to note that the
vast majority of the rural population, due to national and international conditions,
understands that growing and producing food is a risky activity that is related to
poverty and ignorance. This perception is a major obstacle for the implementation
of a technology transfer process related to agro-food activity, since local values
such as these limit the process of acceptance of ideological change. It is for this
reason that we propose the Via UAQ begin with the search for new forms of
communication and the generation of new technological scenarios that are able to
transform social imaginaries, values, and perceptions, in order to become the
driving force behind a different modernity that is aimed at sustainable food
systems and respectful of cultural diversity and nature.
474
A. Vázquez-Estrada and A. Terven-Salinas