MERCANTILIZACIÓN DE LA BIODIVERSIDAD: la actividad de bioprospección del INBio en Costa Rica

Resumen El presente artículo hace un análisis de la actividad de bioprospección realizada por la institución privada denominada Instituto Nacional de Biodiversidad (INBio) en Costa Rica: su nacimiento, actividades y situación actual. Este análisis hace énfasis en cómo percibimos que este negocio de la bioprospección ha sido realizado sin mayor control público pese a que la riqueza genética del país, ha sido el objeto de los contratos pactados entre el INBio y empresas transnacionales, avalados todos por los ministros de ambiente de turno. La percepción e impactos en un Pueblo Indígena es parte del análisis y de igual forma, analizamos la bioprospección en forma general y cómo el marco jurídico actual se convierte en un elemento más en la cosificación de la biodiversidad.   Abstract This article makes an analysis of the bioprospecting activity done by the private institution call National Institute on Biodiversity (INBio) in Costa Rica: beginning, activities and current situation. This analysis is focus in how we perceive this business of the bioprospecting made with no public controls despite that the genetic resources were the object of the contracts between INBio and the transnationals companies. All these contracts have the support of all the environment ministries of the diferents governments. The perception and impacts in an Indigenous People is part of the analysis and also, we analize in a general way, the bioprospecting and how the legal framework is another element that helps in the cosification of biodiversity.

Comparison of multiple intelligences in children from schools with different pedagogical models

The purpose of this research was to apply a test that measures different multiple intelligences in children from two different elementary schools to determine whether there are differences between the Academicist Pedagogical Model (traditional approach) established by the Costa Rican Ministry of Public Education and the Cognitive Pedagogical Model (MPC) (constructivist approach). A total of 29 boys and 20 girls with ages 8 to 12 from two different public schools in Heredia (Laboratorio School and San Isidro School) participated in this study. The instrument used was a Multiple Intelligences Test for school age children (Vega, 2006), which consists of 15 items subdivided in seven categories: linguistic, logical-mathematical, visual, kinaesthetic, musical, interpersonal, and intrapersonal. Descriptive and inferential statistics (Two-Way ANOVA) were used for the analysis of data.  Significant differences were found in linguistic intelligence (F:9.47; p < 0.01) between the MPC school (3.24±1.24 points) and the academicist school (2.31±1.10 points).  Differences were also found between sex (F:5.26; p< 0.05), for girls (3.25±1.02 points) and boys (2.52±1.30 points). In addition, the musical intelligence showed significant statistical differences between sexes (F: 7.97; p < 0.05).  In conclusion, the learning pedagogical models in Costa Rican public schools must be updated based on the new learning trends.

Maleku: A Culture in Danger of Extinction

This paper is about the Maleku, one of the indigenous languages that is still alive in the country; though the linguistic community that uses it, composed of less than 400 people, tends to reduce rapidly. There is a high risk that in the near future this language will disappear. This paper is the result of a research project that proposes the construction and implementation of learning strategies that would help to include the customs, traditions and the native language of the Malekus in the schools, to strengthen the identity and culture of this Costa Rican indigenous population.The research project includes a brief overview of the history and problems of the indigenous Maleku population, and an analysis on the importance of the language and oral expression. It also makes a review of how the indigenous languages in Costa Rican schools are currently taught. It later includes a diagnosis of the current situation of language from the perspective of different members of the Maleku community. This diagnosis is based on the research conducted and it will facilitate focusing on the integration of the Maleku and rural curriculums. Finally, there are some reflections about the bilingual intercultural education.