Pantanal Millennium Assessment


Geographical coverage

Geographical scale of the assessment Sub-regional,Single site
Country or countries covered Brazil
Any other necessary information or explanation for identifying the location of the assessment, including site or region name

São pedro de Joselândia, Barão de Melgaço, Mato Grosso, Brazil, Latin America

Conceptual framework, methodology and scope

Assessment objectives

Understand the cultural services of community, specifically related to: a) how the mythology and spirituality are linked to nature; b) the canoe not only as mobility transport, but also as sculpture and other arts expressions such music and draws; c) the cultural service of festivities and religious parties linked to ecosystem services; d) the popularisation of the law related to traditional knowledge; e) the local knowledge of birds and their connections to support, provision, regulation and cultural services; f) teachers and students training considering the rural school and edu-communication processes to disseminate Millennium goals; g) understand the vulnerable social groups and their conflicts; h) mapping the work related to gender and human rights.

Mandate for the assessment

we have started on 2010 and still keep the project, hopefully up to 2014.

Conceptual framework and/or methodology used for the assessment

Other (please specify)

phenomenology associated to the Millennium methodology

URL or copy of conceptual framework developed or adapted

mainly university professors and students doing research on the small traditional community, trying to understand the meaning of cultural services and their relation to ecosystem assessment. We also promote forums, workshops, courses and meetings to the awareness and capacity building processes. But our main goal is to establish the dialogue among different knowledge (without hierarchy) to understand and human society develop their culture considering the nature.

System(s) assessed

  • Inland water
  • wetland

Species groups assessed

Ecosystem services/functions assessed


  • Water
  • culture


  • Maintainence of soil fertility

Supporting Services/Functions

  • Habitat maintenance

Cultural Services

  • Recreation and tourism
  • arts (canoe, music and draws)
  • gender and labour
  • social groups, conflicts and human rights
  • law, biodiversity (birds) and traditional knowledge
  • rural school: curricula, teacher training and environmental communitarian projects

Scope of assessment includes

Drivers of change in systems and services


Impacts of change in services on human well-being


Options for responding/interventions to the trends observed


Explicit consideration of the role of biodiversity in the systems and services covered by the assessment


Timing of the assessment

Year assessment started


Year assessment finished


If ongoing, year assessment is anticipated to finish


Periodicity of assessment


If repeated, how frequently


Assessment outputs


General co-ordination: Pantanal Research Centre / CPP

Environmental education, communication and arts research group / GPEA

Pantanal Millennium

Communication materials (e.g. brochure, presentations, posters, audio-visual media)




Journal publications


Other documents/outputs

Tools and processes

Tools and approaches used in the assessment

  • Indicators
  • Scenarios
  • Social (non-monetary) valuation
  • cultural dimensions

Process used for stakeholder engagement in the assessment process and which component

not applied

Key stakeholder groups engaged

not applied

The number of people directly involved in the assessment process


Incorporation of scientific and other types of knowledge

  • Scientific information only
  • Traditional/local knowledge
  • Citizen science

Supporting documentation for specific approaches, methodology or criteria developed and/or used to integrate knowledge systems into the assessment

there is a lack of good material related to CULTURAL SERVICES, er are trying to get information form other references, but also build it up among our project.

Assessment reports peer reviewed



Accessibility of data used in assessment

General co-ordination: Pantanal Research Centre / CPP

Environmental education, communication and arts research group / GPEA

Pantanal Millennium

Policy impact

Impacts the assessment has had on policy and/or decision making, as evidenced through policy references and actions

• Impact: the results of our project are divulged broadly in the state of Mato Grosso and in many case government and decision makers are using or references. Also, we are contributing to the teacher training processes and inputting the Millennium data into State Planning for education, human right and Earth.

Independent or other review on policy impact of the assessment


Lessons learnt for future assessments from these reviews

• Lessons learned: there is too much emphasis on environment and physical dimension of service and little attention paid to the cultural services. We have learned we need to improve this import part of the Millennium Assessment.

Capacity building

Capacity building needs identified during the assessment

students of: 2 primary school; 3 secondary school; 1 under graduation (Law); 1 student of master; 5 master; 3 PhD students; 4 PhD; community member (around 20), teachers (around 40) and students (around 100).

Actions taken by the assessment to build capacity

Fellowships/exchanges/secondments/mentoring programmes, Network and sharing experiences, Access to funding, Sharing of data/repatriation of data, Workshops, Developing/promoting and providing access to support tools, Formal training, Communication and awareness raising

How have gaps in capacity been communicated to the different stakeholders

mainly by forums and edu-communication processes.

Knowledge generation

Gaps in knowledge identified from the assessment

the methodology adopted in this project is phenomenology and therefore we accept we are always trying to learn and understand the world. We also assume the conflict as a pedagogical tool to open dialogue among different areas of knowledge and also between academic universe and traditional communities. Therefore the gaps identified are related to the limit of methodology involving cultural aspects. We are trying to surpass the gaps and fragilities but we do not pretend to make a prototype, model or methodology. We understand each universe is singular.

How gaps in knowledge have been communicated to the different stakeholders

by meaning of languages, different sort of languages, and in this scenery, arts is a remarkable tool that can help the communication between university and traditional community.

Additional relevant information

We understand the nature there is no price, but there are many dimensions which cannot be translated to economy, even green economy. The population believes, spiritualties, values or culture expressions cannot be measured by any quantitative methodology. The Millennium proposal is interesting, but it must consider the subjective values into a deep consideration.