From Wekimün Chilkatuwe’s point of view, the search and identification of the cultural resources bring forth methodologies for knowledge transfer that have to do with emotions, and desires, with learning through reflection, with knowledge acquired through problem solving; in ways where success is relative and the focus on the mistakes is shifted to transforming them into a possibility of discovering something new.
For these reasons, Project-Based Learning (PBL) is inserted as a methodological tool at the Wekimün school because it facilitates the development of horizontal dialogical relations in all the contexts and education levels and among the different participants in the process, which enables us to overcome the vertical hierarchy that characterizes the educational processes that all the students have experienced, reinstating the organic condition (of life), which is the thought model emanating from the Cosmovision.
In Wekimün, teachers and adümchefe are defined as the facilitators of student learning, able to learn from them every day through observation and with the awareness of the different learning and problem-solving styles; strengthening collective creativity and valuing self-reliance, communication in learning situations and accepting mistakes as a transient condition in becoming a better member of the community.
Teachers at Wekimün are aware that as well as delivering content, they also pass on their way of teaching and seeing the world, hence they need to constantly re-examine the relationship they establish with knowledge and their students. Teachers who re-examine this relationship will teach the students to also look at their relationship with knowledge and their community.
“Wekimün School could become an important initiative to avoid the disappearance of indigenous communities”.