During 19 and 20 August 1919 young people from Spain, in an organized program by the Solidarity Project, have made a visit to Yachay Chhalaku to know a little about the work we are developing. The thematic focus of the visit was the area of \u200b\u200beducation, since most were teachers and aid workers and teachers.
In this sense, after a small gathering of context on the work of Yachay Chhalaku in general, and aid workers were able to see live intercultural workshop with children from the city of Cochabamba, a visit to the school of Tutimayu community, and finally move to the community of Challviri (Palca Rural District), which were able to learn a little about the plight of girls and children, yet also know something of the cultural wealth of this place, because the children had prepared stands to show some knowledge and practices of the community and to visitors.
In turn, the English and, also released on the culture of Spain, so that at times has been a real 'Yachay Chhalaku', meaning an exchange of knowledge.
It was a very cordial, and we hope that visitors and have been not just some impressions about life in the indigenous peasant communities, but also the commitment to support initiatives intracultural and intercultural education.
In this sense, after a small gathering of context on the work of Yachay Chhalaku in general, and aid workers were able to see live intercultural workshop with children from the city of Cochabamba, a visit to the school of Tutimayu community, and finally move to the community of Challviri (Palca Rural District), which were able to learn a little about the plight of girls and children, yet also know something of the cultural wealth of this place, because the children had prepared stands to show some knowledge and practices of the community and to visitors.
In turn, the English and, also released on the culture of Spain, so that at times has been a real 'Yachay Chhalaku', meaning an exchange of knowledge.
It was a very cordial, and we hope that visitors and have been not just some impressions about life in the indigenous peasant communities, but also the commitment to support initiatives intracultural and intercultural education.
