UE Mavaca- Amazonas Venezuela
Ubicación
Venezuela, Amazonas State, Alto Orinoco Municipality, at the confluence of the Mavaca River with the Orinoco River (2º 31' 0 north latitude and 65º 10' 60 west longitude). The mission-school and the communities it serves are located approximately in the central part of the Parima-Tapirapeó National Park and the Alto Orinoco-Casiquiare Biosphere Reserve. It communicates with Puerto Ayacucho, capital of the Amazonas state, in about 2 hours by plane or two days of navigation through the Orinoco river, with a fast boat. La Esmeralda, capital of the municipality, is about 150 km of navigation in a north-west direction.
Educational Community
Teachers, Yanomami representatives, 1 priest, 3 sisters
Religious Communities
Sisters of the Daughters of María Auxiliadora (FMA); Salesians (SDB)
Volunteers
2 volunteers
Indigenous Population
7 communities (shapono) with about 1500 inhabitants, all yanomami. Communication between the people in this sector is possible through jungle paths or boat journeys on the Maraca or Orinoco river.
School Name
Yanomami Educational Unit- II (Mavaca)
This is the central school for a group of 4 yanomami educational units (Ocamo, Mavaca, Platanal, Mavaquita) with a total of around 1100 students at the initial and primary levels. inicial y primaria.
Teachers and Students
Students: Initial:: 250; Primary:: 170, (total 420)
Teachers:: Initial: 05; Primary: 07 (total 12).
Our history
The educational project which formally began in 1976, with the philosophy of adouble school:: the community and the schooling in the classroom", was developed through the training of Yanomami teachers, the definition of the educational project and the preparation of didactic materials in the Yanomami language for reading-writing-mathematics, reading texts taken from the Yanomami oral culture, grammar and dictionary development, development for the management of community projects...
The school faces many challenges today due to: the economic situation of the country; difficulties with communication and transportation (with educational staff and students, importing food, payment of salaries, health care...); the increase in mining and occupation of indigenous territories; stoppage of ethno-development projects due to lack of inputs and marketing...
However, there is a movement of resilience occurring through a return of indigenous subsistence and governing, both anchored in native traditions and cultural identity.
The school will continue to strengthen its basis in self-management and the defense of the territories, using the means offered through interculturality for dialogue with the rest of the Venezuelan population and in union with the neighboring Yanomami communities of Brazil (Amazon and Roraima).
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