{"id":54146,"date":"2024-05-27T22:00:08","date_gmt":"2024-05-28T02:00:08","guid":{"rendered":"https:\/\/www.thenatureofcities.com\/?p=54146"},"modified":"2024-05-28T08:13:10","modified_gmt":"2024-05-28T12:13:10","slug":"how-much-water-is-there-voices-and-traces-of-water-as-perceived-by-some-children-and-young-people-in-bogota","status":"publish","type":"post","link":"https:\/\/www.thenatureofcities.com\/TNOC\/2024\/05\/27\/how-much-water-is-there-voices-and-traces-of-water-as-perceived-by-some-children-and-young-people-in-bogota\/","title":{"rendered":"How Much Water is There? Voices and Traces of Water as Perceived by Children and Young People in Bogot\u00e1"},"content":{"rendered":"

Lee esto en espa\u00f1ol.<\/a><\/p>\n

The relationship that children and adolescents have with water goes beyond its basic function in daily life. Water is an element that awakens emotions and feelings in people, both individually and collectively.<\/blockquote><\/figure>\n

Over the course of a year, we embarked on an emotional and conceptual journey of exploration and reflection on water with two groups of young people and children living on the border between urban and rural areas in the hills of Bogot\u00e1. This experience led us toward a comprehensive understanding of their relationship with water, beyond considering it only as an essential resource.<\/p>\n

This article is based on the partial results of an ongoing project, developed in the year 2022, by the Cerros de Bogot\u00e1 Foundation<\/a>, under the coordination of Santiago C\u00f3rdoba, Samuel Serna, and H\u00e9ctor \u00c1lvarez. In addition, we had the enthusiastic support of a group of students who were passionate about architecture and the environment. In Bogot\u00e1, this project, carried out for Fondo Acci\u00f3n, has explored the relationship of children and adolescents with water, seeking to understand it from different perspectives: emotional, cultural, and ecological.<\/p>\n

Water is an element that awakens emotions and feelings in people, both individually and collectively. To understand this relationship, different exercises and workshops were conducted to explore how water young participants feel about this source. The students’ daily experiences reveal three important manifestations of their relationship with water. First, the domestic uses of water, are linked to personal and environmental care tasks; they also highlight the importance of these daily chores, which can be both expressions of affection and culturally undervalued. Second, the weather, particularly rain, influences students’ emotions and decisions, from enjoying it to fearing it or adapting to it in their clothing and activities. Third, the presence of streams and drains in the surroundings of the students’ schools and neighborhoods is a reality that, surprisingly, many are unaware of, despite their proximity and relevance in the territory.<\/p>\n

The nature of maps and how they can represent the relationship with water was also explored. Maps are not only geographical representations but also symbolic and emotional expressions of our environment. For the children and adolescents, defining what a map is and what elements it should include was an exercise that allowed them to reflect on how they perceive and represent the world around them.<\/p>\n

What does water feel like?<\/strong><\/p>\n

Emotional mapping became a powerful tool for exploring young people’s relationship with water. Multisensory activities were used to allow participants to express their own perceptions and emotions related to water. Questions such as “What does water feel like?”, and “What does water sound like?” led to deep reflections and the creation of emotional maps.<\/p>\n

\"A
Participants mapping out their emotions and perceptions of water. Photo: Fundaci\u00f3n Cerros de Bogot\u00e1<\/figcaption><\/figure>\n

An important aspect that was highlighted during these exercises was the language used to describe water and bodies of water in the environment. It was noted that many of the words used were derogatory, such as “puddle”, “pichal”, “ca\u00f1o”, indicating a disconnect and lack of appreciation for these natural resources. This underscores the importance of changing the way we talk about water and promoting a deeper understanding of its ecological and cultural importance.<\/p>\n

\"Multiple
Participants feeling water. Photo: Fundaci\u00f3n Cerros de Bogot\u00e1<\/figcaption><\/figure>\n
\"A
Photo: Fundaci\u00f3n Cerros de Bogot\u00e1<\/figcaption><\/figure>\n

How much water is there?<\/strong><\/p>\n

The diversity of responses reflected the multiplicity of facets that young people associate with water, from its role as a source of life to its use as a tool or even as a mystery factor. This diversity of meanings highlights the need to contextualize and better understand the concept of water, as it is more difficult to protect something that is not fully understood.<\/p>\n

\"A
Photo: Fundaci\u00f3n Cerros de Bogot\u00e1<\/figcaption><\/figure>\n

In addition to exploring what water is, they investigated where it comes from. The answers ranged in context from the mythological to the scientific, showing the complexity of young people’s relationship with this vital resource. These questions have no single answers, opening the door to open dialogue and exploration of scientific and cultural concepts related to water.<\/p>\n

“A monster brought it…”, “it comes from the mountain…”, “it forms in the clouds and falls as rain and hail…”, “it comes from the center of the Earth…” or “it comes from the wasteland…” are some of the answers to the question: “Where does water come from?”.<\/p>\n

Spaces and experiences<\/strong><\/p>\n

The relationship of children and adolescents with water is forged on different scales and spaces, from the individual body to the community as a whole. Five “living spaces” were identified that influence their perception of water: their own body, the home, the school, the neighborhood, and the homes of people close to them.<\/p>\n

\"Four
Corpography exercises carried out by students from El Manantial school. Photo: Fundaci\u00f3n Cerros de Bogot\u00e1<\/figcaption><\/figure>\n

An interesting exercise was the “Corpographies of Water”, which explored how young people represent their bodies and their relationship with water through drawing. This allowed understanding of individual and symbolic perceptions of the presence of water in their lives. In addition, the importance of identity in the relationship with water was highlighted, as the recognition of the environment and belonging influence the care and protection.<\/p>\n\n\n\n\n\n\n\n
Scientific name<\/strong><\/td>\nNames given by the group<\/strong><\/td>\n<\/td>\nScientific name<\/strong><\/td>\nNames given by the group<\/strong><\/td>\n<\/tr>\n
Bomarea multiflora<\/em><\/td>\nDelirious bells<\/td>\n<\/td>\nTaraxacum sp.<\/em><\/td>\nQueen of the plants<\/td>\n<\/tr>\n
Lecanoromycetes<\/em><\/td>\nMushroom plant<\/td>\n<\/td>\nAcacia sp.<\/em><\/td>\nStinky witch\u2019s fart<\/td>\n<\/tr>\n
Teloschistes sp.<\/em><\/td>\nMushroom of hearts<\/td>\n<\/td>\nOxalis sp.<\/em><\/td>\nLimon bush<\/td>\n<\/tr>\n
Astylus sp.<\/em><\/td>\nSoldier<\/td>\n<\/td>\nPassiflora sp.<\/em><\/td>\nSkeep<\/p>\n

Ukulel<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Some names with which the group of children from El Manantial school baptized the local biodiversity<\/p>\n

Young people’s everyday experiences with water also play a crucial role in shaping their imaginaries and emotional connections. The domestic use of water, interactions with rain, and the presence of bodies of water in their immediate environment are elements that shape their relationship with this natural resource.<\/p>\n

This project has demonstrated the importance of understanding the emotional and cultural relationship of children and adolescents with water to promote their community protection. Emotional mapping has been a powerful tool to explore this relationship from multiple perspectives, and the results highlight the need to change the way we talk and think about water.<\/p>\n

In addition, the importance of contextualizing questions about water and promoting a deeper understanding of its nature and role in our lives has been highlighted. Education and awareness raising are key to fostering a more sustainable relationship with it and inspiring concrete actions to care for and protect it.<\/p>\n

Ultimately, this project demonstrates that the active participation of children and adolescents in reflection and action on water is fundamental to building communities that are more aware of and committed to the preservation of this vital resource. Their voice and vision must be taken into account in efforts to ensure a sustainable future for water in Bogot\u00e1 and around the world.<\/p>\n

This work has made us reflect on how we take water for granted in our daily lives, forgetting its origin. This type of exercise with children and adolescents allows us to explore the temporal, spatial, and social origin of water, as well as to map these questions into graphical results. In addition, we seek to balance the evaluation of water governance by considering sensory and emotional aspects rather than limiting ourselves to technical data obtained by adults.<\/p>\n

Diana Wiesner
\n<\/strong>Bogota<\/p>\n

On The Nature of Cities<\/a>
\n<\/a><\/p>\n

\u00bfCu\u00e1ntas aguas hay?<\/strong><\/h3>\n

Voces y huellas del agua percibidas por algunos ni\u00f1os ni\u00f1as y j\u00f3venes en Bogot\u00e1<\/strong><\/p>\n

La relaci\u00f3n que ni\u00f1os, ni\u00f1as y adolescentes tienen con el agua va m\u00e1s all\u00e1 de la funci\u00f3n b\u00e1sica que tiene el l\u00edquido en la vida diaria. El agua es un elemento que despierta emociones y sentimientos en las personas, tanto a nivel individual como colectivo.<\/blockquote><\/figure>\n

A lo largo de un a\u00f1o nos embarcamos en un viaje emocional y conceptual de exploraci\u00f3n y reflexi\u00f3n sobre el agua junto a dos grupos de ni\u00f1os, ni\u00f1as y j\u00f3venes que residen en el l\u00edmite entre lo urbano y lo rural en los cerros de Bogot\u00e1. Esta experiencia nos llev\u00f3 a adentrarnos en una comprensi\u00f3n integral de su relaci\u00f3n con el agua, m\u00e1s all\u00e1 de considerarla \u00fanicamente como un recurso esencial.<\/p>\n

Este art\u00edculo se fundamenta en los resultados parciales de un proyecto en curso, desarrollado durante el a\u00f1o 2022 por la Fundaci\u00f3n Cerros de Bogot\u00e1, bajo la coordinaci\u00f3n de Santiago C\u00f3rdoba, Samuel Serna y H\u00e9ctor \u00c1lvarez. Adem\u00e1s, contamos con el apoyo entusiasta de un grupo de estudiantes apasionados de arquitectura y medioambiente.<\/p>\n

En Bogot\u00e1 este proyecto, realizado para Fondo Acci\u00f3n, ha explorado la relaci\u00f3n de ni\u00f1os, ni\u00f1as y adolescentes con el agua, buscando entenderla desde diferentes perspectivas: la emocional, la cultural y la ecol\u00f3gica.<\/p>\n

El agua es un elemento que despierta emociones y sentimientos en las personas, tanto a nivel individual como colectivo. Para comprender esta relaci\u00f3n se llevaron a cabo diferentes ejercicios y talleres que exploraron qu\u00e9 sienten frente a este recurso los participantes. Las experiencias cotidianas de los estudiantes revelan tres manifestaciones importantes en su relaci\u00f3n con el agua. En primer lugar, los usos dom\u00e9sticos vinculados a tareas de cuidado personal y del entorno; destacan, as\u00ed mismo, la importancia de estas labores cotidianas que pueden ser expresiones de afecto, aunque est\u00e9n subvaloradas culturalmente.<\/p>\n

En segundo lugar, el estado del tiempo, particularmente la lluvia, influye en las emociones y decisiones de los estudiantes, quienes van el disfrute \u00a0de la misma hasta el temor que les produce o la adaptaci\u00f3n a ella en su vestimenta y sus actividades.<\/p>\n

En tercer lugar, la presencia de quebradas y drenajes en el entorno de los colegios y de los barrios en los que viven los estudiantes es una realidad que, sorprendentemente, muchos desconocen, a pesar de su cercan\u00eda y relevancia en el territorio.<\/p>\n

Tambi\u00e9n se explor\u00f3 la naturaleza de los mapas y c\u00f3mo estos pueden simbolizar la relaci\u00f3n con el agua. Los mapas no son solo representaciones geogr\u00e1ficas, sino tambi\u00e9n expresiones simb\u00f3licas y emocionales de nuestro entorno. Para los ni\u00f1os, ni\u00f1as y adolescentes definir qu\u00e9 es un mapa y qu\u00e9 elementos debe incluir fue un ejercicio que les permiti\u00f3 reflexionar sobre c\u00f3mo perciben y representan el mundo que les rodea.<\/p>\n

\u00bfC\u00f3mo se siente el agua?<\/strong><\/p>\n

La cartograf\u00eda emocional se convirti\u00f3 en una herramienta poderosa para explorar la relaci\u00f3n de los j\u00f3venes con el agua. Se utilizaron actividades multisensoriales para permitir que los participantes expresaran sus propias percepciones y emociones relacionadas con ella. \u00ab\u00bfC\u00f3mo se siente el agua?\u00bb y \u00ab\u00bfc\u00f3mo se escucha?\u00bb son algunas de las preguntas que llevaron a reflexiones profundas y a la creaci\u00f3n de mapas emocionales.<\/p>\n

\"Un
Los participantes mapean sus emociones y percepciones del agua. Foto de : Fundaci\u00f3n Cerros de Bogot\u00e1<\/figcaption><\/figure>\n

Un aspecto importante que se destac\u00f3 durante estos ejercicios fue el lenguaje utilizado para describir el agua y los cuerpos de agua en el entorno. Se observ\u00f3 que muchas de las palabras utilizadas eran despectivas, como \u00abcharco\u00bb, \u00abpichal\u00bb, \u00abca\u00f1o\u00bb, lo que indicaba una desconexi\u00f3n y una falta de aprecio por estos recursos naturales. Esta situaci\u00f3n subraya la importancia de cambiar la forma en la que hablamos sobre el agua y de promover una comprensi\u00f3n m\u00e1s profunda de su importancia ecol\u00f3gica y cultural.<\/p>\n

\"Varias
Los participantes sienten agua. Foto de : Fundaci\u00f3n Cerros de Bogot\u00e1<\/figcaption><\/figure>\n
\"Un
Foto de : Fundaci\u00f3n Cerros de Bogot\u00e1<\/figcaption><\/figure>\n

\u00bfCu\u00e1ntas aguas hay?<\/strong><\/p>\n

La diversidad de respuestas reflej\u00f3 la multiplicidad de facetas que los j\u00f3venes asocian con el agua, desde su papel como fuente de vida hasta su uso como herramienta o incluso como un factor de misterio. Esta diversidad de significados destaca la necesidad de contextualizar y comprender mejor el concepto de agua, ya que es m\u00e1s dif\u00edcil proteger algo que no se entiende completamente.<\/p>\n

\"Un
Foto de : Fundaci\u00f3n Cerros de Bogot\u00e1<\/figcaption><\/figure>\n

Adem\u00e1s de explorar qu\u00e9 es el agua, se investig\u00f3 de d\u00f3nde proviene. Las respuestas variaron en un contexto que va desde lo mitol\u00f3gico hasta lo cient\u00edfico, lo que mostr\u00f3 la complejidad de la relaci\u00f3n de los j\u00f3venes con este recurso vital. Estas preguntas no tienen respuestas \u00fanicas, lo que abre la puerta a un di\u00e1logo abierto y a la exploraci\u00f3n de conceptos cient\u00edficos y culturales relacionados con el agua.<\/p>\n

\u00abLa trajo un monstruo\u2026\u00bb, \u00abviene de la monta\u00f1a\u2026\u00bb, \u00abse forma en las nubes y cae como lluvia y granizo\u2026\u00bb, \u00absale del centro de la Tierra\u2026\u00bb o \u00abviene del p\u00e1ramo\u2026\u00bb son algunas de las respuestas a la pregunta: \u00ab\u00bfDe d\u00f3nde viene el agua?\u00bb.<\/p>\n

Espacios y experiencias<\/strong><\/p>\n

La relaci\u00f3n de los ni\u00f1os, ni\u00f1as y adolescentes con el agua se forja en diferentes escalas y espacios, desde el cuerpo individual hasta la comunidad en su conjunto. Se identificaron cinco \u00abespacios vitales\u00bb que influyen en su percepci\u00f3n: el propio cuerpo, la casa, el colegio, el barrio y las casas de las personas cercanas.<\/p>\n

\"Cuatro
Ejercicios de corpograf\u00eda realizados por alumnos del colegio El Manantial. Foto de : Fundaci\u00f3n Cerros de Bogot\u00e1<\/figcaption><\/figure>\n

Un ejercicio interesante fue el de las \u00abcorpograf\u00edas del agua\u00bb, que explor\u00f3 c\u00f3mo los j\u00f3venes representan a trav\u00e9s del dibujo sus cuerpos y su relaci\u00f3n con este recurso natural. Esto permiti\u00f3 entender las percepciones individuales y simb\u00f3licas de la presencia del agua en sus vidas. Adem\u00e1s, se destac\u00f3 la importancia de la identidad en la relaci\u00f3n con el l\u00edquido, ya que el reconocimiento del entorno y la pertenencia influyen en su cuidado y protecci\u00f3n.<\/p>\n\n\n\n\n\n\n\n
Nombre cient\u00edfico<\/strong><\/td>\nNombres puestos por el grupo<\/strong><\/td>\n<\/td>\nNombre cient\u00edfico<\/strong><\/td>\nNombres puestos por el grupo<\/strong><\/td>\n<\/tr>\n
Bomarea multiflora<\/em><\/td>\nCampaneras<\/p>\n

Delirios<\/td>\n

<\/td>\nTaraxacum sp.<\/em><\/td>\nReina de las plantas<\/td>\n<\/tr>\n
Lecanoromycetes<\/em><\/td>\nAlgosa<\/p>\n

Hongo planta<\/td>\n

<\/td>\nAcacia sp.<\/em><\/td>\nApestosa<\/p>\n

Peo de bruja<\/td>\n<\/tr>\n

Teloschistes sp.<\/em><\/td>\nHongo de corazones<\/td>\n<\/td>\nOxalis sp.<\/em><\/td>\nMata de lim\u00f3n<\/td>\n<\/tr>\n
Astylus sp.<\/em><\/td>\nSoldado<\/td>\n<\/td>\nPassiflora sp.<\/em><\/td>\nOvejita<\/p>\n

Ukulel<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Algunos nombres con los que el grupo de ni\u00f1os del colegio El Manantial bautizaron la biodiversidad local<\/p>\n

Las experiencias cotidianas de los j\u00f3venes con el agua tambi\u00e9n desempe\u00f1an un papel crucial en la formaci\u00f3n de sus imaginarios y conexiones emocionales. El uso dom\u00e9stico del agua, las interacciones con la lluvia y la presencia de cuerpos de agua en su entorno inmediato son elementos que moldean su relaci\u00f3n con este recurso natural.<\/p>\n

Este proyecto ha demostrado la importancia de comprender la relaci\u00f3n emocional y cultural de los ni\u00f1os, ni\u00f1as y adolescentes con el agua para promover la protecci\u00f3n comunitaria de la misma. La cartograf\u00eda emocional ha sido una herramienta poderosa para explorar esta relaci\u00f3n desde m\u00faltiples perspectivas, y los resultados destacan la necesidad de cambiar la forma en la que hablamos sobre el agua y c\u00f3mo la pensamos.<\/p>\n

Adem\u00e1s, se ha subrayado la importancia de contextualizar las preguntas sobre el agua y promover una comprensi\u00f3n m\u00e1s profunda de su naturaleza y su papel en nuestras vidas. La educaci\u00f3n y la sensibilizaci\u00f3n son clave para fomentar una relaci\u00f3n m\u00e1s sostenible con ella y para inspirar acciones concretas de cuidado y protecci\u00f3n.<\/p>\n

En \u00faltima instancia, este proyecto demuestra que la participaci\u00f3n activa de ni\u00f1os, ni\u00f1as y adolescentes en la reflexi\u00f3n y acci\u00f3n sobre el agua es fundamental para construir comunidades m\u00e1s conscientes y comprometidas con la preservaci\u00f3n de este recurso vital. Su voz y su visi\u00f3n deben ser tenidas en cuenta en los esfuerzos por garantizar un futuro sostenible para el agua en Bogot\u00e1 y en todo el mundo.<\/p>\n

Este trabajo nos ha hecho reflexionar sobre c\u00f3mo damos por sentada el agua en nuestra vida diaria, olvidando su origen. Este tipo de ejercicios con ni\u00f1os, ni\u00f1as \u00a0y adolescentes nos permite explorar el origen temporal, espacial y social del agua, as\u00ed como mapear estas preguntas en resultados gr\u00e1ficos. Adem\u00e1s, buscamos equilibrar la evaluaci\u00f3n de la gobernanza del agua al considerar aspectos sensoriales y emocionales en lugar de limitarnos a datos t\u00e9cnicos obtenidos por los adultos.<\/p>\n

Diana Wiesner
\n<\/strong>Bogot\u00e1<\/p>\n

On The Nature of Cities<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Lee esto en espa\u00f1ol. Over the course of a year, we embarked on an emotional and conceptual journey of exploration and reflection on water with two groups of young people and children living on the border between urban and rural areas in the hills of Bogot\u00e1. This experience led us toward a comprehensive understanding of […]<\/p>\n","protected":false},"author":148,"featured_media":54155,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[273,1102,298,297],"tags":[49,649,34,27,62],"coauthors":[269],"class_list":["post-54146","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-essay","category-latin-america","category-essay-people-and-communitites","category-essay-science-and-tools","tag-communities","tag-educationknowledgelearning","tag-experiencing-nature","tag-south-america","tag-water"],"_links":{"self":[{"href":"https:\/\/www.thenatureofcities.com\/TNOC\/wp-json\/wp\/v2\/posts\/54146","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.thenatureofcities.com\/TNOC\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.thenatureofcities.com\/TNOC\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.thenatureofcities.com\/TNOC\/wp-json\/wp\/v2\/users\/148"}],"replies":[{"embeddable":true,"href":"https:\/\/www.thenatureofcities.com\/TNOC\/wp-json\/wp\/v2\/comments?post=54146"}],"version-history":[{"count":12,"href":"https:\/\/www.thenatureofcities.com\/TNOC\/wp-json\/wp\/v2\/posts\/54146\/revisions"}],"predecessor-version":[{"id":54175,"href":"https:\/\/www.thenatureofcities.com\/TNOC\/wp-json\/wp\/v2\/posts\/54146\/revisions\/54175"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.thenatureofcities.com\/TNOC\/wp-json\/wp\/v2\/media\/54155"}],"wp:attachment":[{"href":"https:\/\/www.thenatureofcities.com\/TNOC\/wp-json\/wp\/v2\/media?parent=54146"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.thenatureofcities.com\/TNOC\/wp-json\/wp\/v2\/categories?post=54146"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.thenatureofcities.com\/TNOC\/wp-json\/wp\/v2\/tags?post=54146"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/www.thenatureofcities.com\/TNOC\/wp-json\/wp\/v2\/coauthors?post=54146"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}