Pantanal Millennium Assessment
Pantanal
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 |
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. http://inaugpea.blogspot.com.br/ http://gpeaufmt.blogspot.com.br/
System(s) assessed
- Inland water
- wetland
Species groups assessed
Ecosystem services/functions assessed
Provisioning
- Water
- culture
Regulating
- 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
Yes
Impacts of change in services on human well-being
Yes
Options for responding/interventions to the trends observed
Yes
Explicit consideration of the role of biodiversity in the systems and services covered by the assessment
Yes
Timing of the assessment
Year assessment started
2010
Year assessment finished
Ongoing
If ongoing, year assessment is anticipated to finish
2015
Periodicity of assessment
Repeated
If repeated, how frequently
yearly
Assessment outputs
Website(s)
General co-ordination: Pantanal Research Centre / CPP http://www.inau.org.br/homepage.php
Environmental education, communication and arts research group / GPEA http://gpeaufmt.blogspot.com.br/
Pantanal Millennium http://inaugpea.blogspot.com.br/
Report(s)
Communication materials (e.g. brochure, presentations, posters, audio-visual media)
Journal publications
Training materials
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
100-1000
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
Yes
Data
Accessibility of data used in assessment
General co-ordination: Pantanal Research Centre / CPP http://www.inau.org.br/homepage.php
Environmental education, communication and arts research group / GPEA http://gpeaufmt.blogspot.com.br/
Pantanal Millennium http://inaugpea.blogspot.com.br/
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
Yes
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.
