The "Videotheque of Cultures" project is an initiative of the Directorate for Cultural Diversity and the Elimination of Racial Discrimination of the Ministry of Culture, which aims to contribute to strengthening intercultural competencies in citizens, in contexts of formal and non-formal education, taking advantage of the potential of the audiovisual resource as a generator of processes for positive recognition of cultural diversity. The initiative started to operate in November 2013 and was officially launched in November 2014.
The VDC seeks to partner up with public and private organizations that work directly with citizens, with an emphasis on children and adolescents, in order to make a series of pedagogical and audiovisual resources available to these allies.
Videotheque of Cultures has compiled and produced audiovisual and pedagogical resources; it has delivered these resources to public and private institutions that develop formal and non-formal education interventions; and it has designed and implemented training actions for teachers, pedagogical specialists and community leaders to promote the use of the resources provided.
-Realization and dissemination of a participatory video: The VDC has produced 28 videos through participatory video and script workshops with Afro-Peruvian, Andean and Amazonian citizens in different small towns, such as San Luis de Canete (Lima), Perccapampa (Huancavelica), Puerto Ocopa (Junin), Yapatera (Piura), Capote (Lambayeque) and San Luis de Tacsha Curaray (Loreto). The most recent workshop took place in December 2017 and sought to generate a self-representing visual discourse on the identity of indigenous women in response to the discourse imposed by a TV character called "La Paisana Jacinta". Representatives from ONAMIAP, Chirapaq and AIDESEP participated in this workshop.
-Communicational and pedagogical methodology: The VDC has developed different methodological materials that allow audiovisual resources to be used in processes developed from a communicational and/or pedagogical approach. These resources are:
1. Briefcase of Cultures. It is a pedagogical resource including a selection of 83 videos with activity sheets to develop in the classroom or workshop, before, during and after watching the videos. The videos address various topics such as coexistence, identity, diversity, interculturality, discrimination and memory.
2. On-line audiovisual archive on cultural diversity: The VDC has mapped and gathered at www.videoteca.cultura.pe more than 200 audiovisual resources produced by the Ministry of Culture, independent filmmakers, film producers, cultural associations, international organizations and development organizations.
3. Movie forum of cultural international days. VDC has developed 16 movie forum sessions that, based on watching one or several videos, encourage reflection and subsequent discussion around a commemorative date, for example, International Day for the Elimination of Racial Discrimination, World Health Day, International Mother Earth Day, International Women's Day, World Folklore Day, Day of Indigenous Peoples and Intercultural Dialogue (formerly known as Columbus Day or Day of the Race), among other dates.
4. Audiovisual lessons for intercultural citizens. Pedagogical material that compiles a selection of participatory videos and documentaries that express the views and voices of different communities in our country. Taking these materials as triggers for work in the classroom, pedagogical sessions are proposed for reflection, dialogue and joint creation on the focal points of identity, culture, memory, diversity, discrimination, interculturality and coexistence. The material contains sessions for three groups: 3rd to 5th grade (primary school); 6th grade (primary school) to 2nd grade (high school); and 3rd to 5th grade (high school). The material can be found at the Intercultural Resources Center.
5. Videotheque of Cultures' Movie Forum Workshop. Composed of 12 sessions (1.5 hours each) divided into 4 thematic units: culture, cultural identity, racism and intercultural citizenship. The workshop can be taken in 3 modalities: complete program (12 sessions), introductory program (4 sessions) and by thematic unit (3 sessions). It is addressed to 3 age groups: preadolescents (11 to 13 years old), adolescents (14 to 17 years old), and adults (18 years old and older). In 2018, we want to make this material available to schools, cultural associations, community centers and other spaces to carry out a pilot implementation. The following resources will be made available to the institutions interested in them: video presentation, orientation guide, session sheets, support presentations and assessment instruments.
- Training and awareness raising for and through allies: The VDC offers training and awareness raising sessions to different allies to ensure the transfer, use and appropriation of materials and methodology. The training seeks that the ally promote the positive recognition of cultural diversity and accept the joint challenge of building intercultural citizenship.
Through the PAIS Program of MIDIS [PIAS (traveling platforms of social action) and Tambos (State's social service fixed platforms in rural areas)]: Although its target audience is not specifically children and adolescents, in 2019 alone, screenings and movie forums have been held in 111 primary and secondary education institutions, benefiting 3,656 children and adolescents.
(*) This information is provided by the MIDIS' Tambook system.
Approximately USD 2,089.5 per year
Update of the virtual archive of the Videoteque of Cultures: approximately USD 1,000.
Actions to raise awareness and realization of a film season: approximately USD 1,000
|Name of partner||Type of entity|
National PAIS Program of the Ministry of Development and Social Inclusion (agreement to be renewed)
Ministry of Education (agreement to be renewed)
Two monitoring and information collection processes have been carried out during 2018.
Conclusions of the results of the first survey made to Institutional Managers (IMs) of the National PAIS Program, regarding the implementation of the Videotheque of Cultures in the Tambos:
A sample of 103 respondents out of 370 managers from all over Peru was collected between July and August 2018.
* Wide acceptance of the activities carried out with the VDC and PAIS was found. Between 70% and 90% of the IMs indicated that the population liked very much the "Screening of feature films or movies in Tambos".
* According to the IMs, the implementation of the VDC facilitates identification with the film, provide new information on different cultures and landscapes, and encourage conversations about identity, diversity and citizenship.
* The main audience for VDC activities are primary school students, followed by high school students. We recommend reviewing a child citizenship approach.
* 80% of the IMs do not have the VDC Briefcase and they are interested in knowing, training and working with this resource. It is recommended that the distribution of these briefcases takes place within the framework of the expansion of the VDC Movie Forum pilot workshop to various tambos, since this implies delivering a medium-term work methodology.
* Around 10% to 40% propose to diversify the themes. It is suggested to address the problems and needs of the area. Treating malnutrition, anemia and violence against women is urgent.
* 10% of IMs want to learn how to make participatory videos. They say they could teach the community how to record their own customs and traditions. This could be a next step in the work with PAIS, and it would mean a more formative activity addressed to public officers or mediators.
* The most accepted premise was that the Videotheque of Cultures is a positive contribution to local schools, which allows the Tambo population to expand their access to quality films and videos.
First collection of qualitative information on the implementation of the VDC in the tambos of northern Ayacucho.
It was conducted in December 2018. Six IMs, five community members, six teachers, two school directors and two students were interviewed; four focus groups and two participant observations were carried out. The main conclusions were:
* The audiovisual resource is highly appreciated by all the actors involved, since they consider that it allows kids to see, hear and, in some cases, understand contexts other than their own. In the teachers' opinion, they learn better by seeing than by reading.
* There are experiences in which seeing other realities has provoked discussion and action on one's own attitudes and practices.
* Participants like to learn things from other places, and technology should be used to see and discover things that contribute to the education of citizens.
* The locals do not recognize cases of discrimination or 'culture clash' within the same community; however, it is easier for them to recognize cases and/or preconceptions regarding people from other localities in the community, and when one of them travels to the city.
* The most remarkable thing for the participants and IMs is that the VDC allows beneficiaries to observe/get to know/acquire new landscapes/customs/lifestyles that, given their limited access to other resources or information mediums, they could not acquire by their own.