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We are Buinaima

 

We promote the learning of science

 

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¿Who are We?

 

The Colombian Association pro teaching of science, Buinaima, was founded with the central objective of “improving the quality in the teaching of science and its various applications in the entire Colombian territory and at all levels, by integrating the process teaching and learning from other areas of knowledge, including the artistic and philosophical, with social and environmental responsibility”. To achieve this aim promotes “activities aimed at improving the teaching, training courses for formal teaching and informal at all levels, and also conferences, symposiums, meetings, workshops…” in short, any activity that promotes the consolidation of communities interested in the teaching of science.

As a urgent need to advance the Mission of science, education and development (“The mission”, in what follows) on the most crucial aspect of the four ingredients identified in the joint report, Colombia to the cutting edge of opportunity, education. Indeed, different political circumstances experienced by the country gave to the fret with than was believed at the time the navigation chart for the new millennium. After a decade, on 21 July 2004, melts «BUINAIMA» at Maloka, one of the most famous interactive knowledge centers around the world looking for with this symbolic fact to the attention of amnesic leaders about the commitment with Colombia and, above all, future generations, in the generation of knowledge with social commitment.

«BUINAIMA» particularly stresses the importance of strengthening and empowerment through knowledge, to the most disadvantaged and vulnerable population. Nothing more vulnerable than boys, girls and young people, many of them forced to participate in a conflict whose origin do not they have any responsibility. The same happens with our ancestral cultures. Hence they chose Maloka, name that evokes a place of coexistence, where wise decisions are taken and the Dios of the knowledge of the Uitotos, Buinaima, to propose to

Colombia una nueva alianza de todas las fuerzas que siguen creyendo en la educación como el órgano fundamental para el cambio requerido.

Colombia a new Alliance of all the forces that still believe in education as the fundamental organ for the required change.

Motivations that we had for the creation of “BUINAIMA», its principles and statutes, as well as other relevant documents, are contained in the booklet: forewords to a trial of nation, I. BUINAIMA, and can be found on our website (www.buinaima.org).” The philosophy can be seen in the book formation of a new ethos, also available on our website. (Forewords to a nation trial, II. Project BUINAIMA.)

 

Our Mission

 

Buinaima as Association tends to improve the quality in the teaching of all sciences and its various applications in the entire Colombian territory and at all levels, by integrating the process teaching and learning from other areas of knowledge, including the artistic and philosophical, with social and environmental responsibility.

 

 

Our Vision

 

As project, Buinaima are naturally available to the sustainable human development of the Colombian nation, based on the integrated knowledge of how committed and articulated to the consolidation of the project of nation referred to in the Constitution. To achieve this, recognized the urgent need to create a new cultural ethos in Colombia.

 

How was Buinaima born?

 

“How humanity progress ideals of peace, freedom and social justice?” In the presentation of the text education encloses a treasure, is finished with that question. The text is the result of the report prepared for UNESCO by the International Commission on education for the twenty-first century, chaired by Jacques Delors, published in 1996. It is a document that some tend to take as a reference to underline the invaluable value of education in the transformation of customs and in opening up opportunities in a global world, the vaunted knowledge society.

Ignored that three years before a Commission has had formed in Colombia to develop “navigation chart” for the next millennium. The Commissioners were recognized by the media as “the ten sages”. The Commission was officially called Mission of science, education and development. Many teachers remember yet the summary of the report, or joint report, presented by the Commission at the end of a year’s work, entitled: Colombia at the edge of the opportunity. The Magisterium publishing published the synthesis. It would seem that the volumes containing the reporting individual and different subcommittees, 8 in total, judiciously edited by Carlos Eduardo Vasco in the next year, had never seen the limelight: died piled in basements and parking lots of official institutions.

On 21 July it is a historic date for those who have put faith in a cultural revolution in education and for those who want to build a country where everyone fits; a country within reach of all children and young people; multicultural, commensurate with our rich biodiversity and bioetnicidad; a country where the knowledge society nurtures the learning society.

The joint report was solemnly presented to Colombians from the Palace of Nariño on July 21, 1994. In his presentation of the report address the President Gaviria said: “we have enlisted the ship, raised the sails and layout the course; We only need to set sail to the new world that we have imagined”, and referred to other fundamental historical event, the 1991 Constitution, on which stood out:” when the Colombians (la) we issue, we began to feel that it was possible to live in a country where peace, coexistence and respect for differences were the core values. ”

The challenge of thinking big a radical transformation based on two of the history of Colombia had been proposed by Rodolfo Llinás other Commissioners: Eduardo Aldana, Fernando Chaparro, Gabriel García Márquez, Rodrigo Gutiérrez, Marco Palacios, Elkin Patarroyo, Eduardo Posada, Ángela Restrepo and Carlos Eduardo Vasco. At the end of his report the Commissioners confirm what was north of the Commission: “the four areas: science, technology, organizations and education,”

Agrees, but is anticipated, this opinion with the UNESCO (1996): “at the conclusion of its work, the Commission wishes to affirm its conviction regarding the fundamental role of education in the continuous development of the person and society… a via at the service of a more harmonious human development, more genuine, to roll back poverty, exclusion, misunderstanding “, oppression, wars, etc.” In the joint report (1994) Llinas writes: “.. .are requires a redefinition of human development and a new emphasis on scientific and technological knowledge….” (The underlining is ours). Honorary members of the Association thereof.

a new cultural ethos that overcome poverty, violence, injustice, intolerance and discrimination that keep Colombia backward socio-economic, political and cultural

“.” Delors complements: “perhaps it is not necessary to stress that, but the Commission has thought primarily in children and adolescents, those who tomorrow will take the baton of adult generations, too inclined to concentrate on their own problems.” Education is also a cry of love for children, by the youth that we have to integrate into our societies in the place that corresponds to them, in the educational system, but also in the family, in the community of base in the nation.” (The underlined is ours.)

 

Program synthesis

 

The «program of development talent in vulnerable populations”, began as a modest proposal of the Colombian Association pro science teaching – Buinaima to the District Education Secretary in 2005. Initially conceived as a project for secondary education, improved from the experience gained and the bonding of the lesser City Hall of Ciudad Bolívar, with funding from the common fund of towns, expanded later to elementary and preschool, with possibilities for extension to several more towns and the various regions of the country, it consists now of two phases or stages incorporated into education by cycles. The talent program, as we call him short, is aimed to promote, identify, empower and develop outstanding talents in specific areas (arts, Sciences, humanities, technology and sports) in sectors of the population identified as vulnerable.

But rather than solve a problem of minorities, as they certainly are the gifted and the wonders, we consider the strategy proposed here as an expeditious way to identify and analyze problems and conflicts (of majorities and minorities vulnerable).

In other words, we consider that the quality education for disadvantaged populations is not only a preventive measure: could give as a result a better start to the conflicts and social tensions caused by inequality, increased corruption and violence, as well as the deterioration in the mishandling of the environment, the environment and socio-political relations. In short, not only seeks to address the consequences of misuse that is often made in a knowledge era tendentiously or at least in an ambiguous form called was the knowledge but also generate knowledge to develop human and make proper use of such knowledge, i.e., cultivate knowledge with wisdom.

Different minds, different learnings. This proposal, the preceding reflections and the theory of multiple intelligences developed by Gardner and collaborators have led us to formulate another model for the talent, wit, creativity (the old T· η C, as opposed to the new ICT or information and communication technologies) and to propose their incentive, motivation and promotion with social responsibility in the search for a human-scale development. This model leads to education to leave the footprint of the seven characteristics that we propose for a new generation of Colombians, today boys, girls and adolescents, summarized in the acronym C· R· η S· T· · L: creativity with responsibility and inventiveness with solidarity, autonomous and laborious talent.

Making use of the multiple intelligences of Gardner the ICT (T-I – C), C· R· η S· T· · L, and encounters P· η C· A, an acronym suggested by Vasco to emphasize four features of networks digraficas heterarquicas, opposed to the hierarchical authoritarian school: participation + initiative + trust + self-regulation. Born recreational centers, chart of BUINAIMA, to date, these are: ludo-motricidad, Ludo-sofia, ludo-indagacion, ludo-innovacion, ludo-creatividad and ludo-arte.

It should be added that the previous strategy is enriched in Bogota and the different phases of the programme are supplemented with various environments that encourage or allow extra curricular activities: the Museum of science and the game also the museums of the National University, the spaces offering Maloka, the Bogotá Botanical Garden, the Bogotá Planetarium, Technopark (SENA), ASAB and various academies or scenarios of music Theatre, dance, Visual Arts, the wave program of Colciencias and many others. In Medellin and other cities begin to assemble scenarios that recreate the atmosphere from integrating knowledge, as the Explora Park does.

 

Ethos Buinaima Project

«BUINAIMA» is not only a partnership On July 21, 2005, to celebrate the first anniversary of the Foundation of the Association «BUINAIMA», a much more ambitious proposal was launched: «Comply in Colombia a new cultural ethos». This was done in a memorable ceremony in the Bogotá Planetarium, in the Palace of the stars. That phrase summarizes one of the far-reaching recommendations of the report of the Mission of science, education and development, and it is in our opinion allowing the solution to long term already centuries-old problems of our people. The development of the «project ETHOS Buinaima» is the materialization of this aspiration. If we to the creativity of the Colombian and his excessive ambition for personal promotion guide them properly, we will have a more equitable, more solidarity, more developed in human consciousness, in short, fairer society. That is the first step towards the creation of a State in which all fits; in the words of García Márquez: ‘a country within reach of the children’.

In fact, the Mission of improving the quality of the science learning has expanded to participate more actively in the formation of a new generation of Colombians who discover better ways of thinking and acting, under the assumption that in Colombia, judging by the political and social behavior on a large scale, the current does not appear to be the most appropriate. Although the ‘project’ is inserted in global movements that propose a new global ethos, it is conceived as a reflection, rather than rational, reasonable and collective action aimed at addressing the specific problems of our nationality and our regionality, multi-ethnic, multi-cultural country and biologically defined in the Constitution of 1991.

The «program development talent”, which began as a local project of «Buinaima» in agreement with the Secretariat of education district and the bottom of development Local of Ciudad Bolívar, addressed to school multiplemente vulnerable populations, is perspective spread to all regions of the country; It has become the practice in the main instrument of implementation of the long range plan. Thus arises the seeming contradiction of a «programme’ subject to a «project». The contradiction is only semantic. In essence, «Project» and the «program» seeks to correct interlacing of the Trinomial science, education and development, understood this last component as development on a human scale. We interpret well the maximum ambition and programmatic recommendation expressed in Colombia, to the edge of the opportunity.