Karakol

An anthropological look at the Ngäbe and Buglé ethnic groups

Charlies Eisenman Araúz Aguilar — Fri, 01 Aug 2025 00:00:00 +0000

The essay presented is research of the Ngäbe and Buglé ethnic groups, which analyzes how these two communities have maintained their traditions, beliefs, and social organization, confronting challenges in this modern era. This document is based on an interview carried out with Dr. Luz Graciela Joly Adames, a specialist in holistic anthropology, who distinguished herself and developed contributions regarding the countries of Indigenous and Afrodescendant cultures in behalf of the preservation of traditions and protection of the rights of Indigenous communities. This essay addresses religious, spiritual, family structure, language, traditional dances, and educational aspects about Indigenous regions, and also highlights the achievements of their adaptability, thanks to their cultural resilience.

Kukwe ükaningrö

Tärä ne bitdi,kukwe ngäbere,aune ni Ngäbere aune Buglerekwe. Mikata toibikare jae. Ne kändi abokän ja töi mikatda kúkwe krörö botdä. Ñóbotdä jutdä ni ngäberekwe, känime kukwe jakwe kömike, aune sribiere, kira niki erere. Ne käi kändi,ngöbö kukwei, dre botdä ni tä ja töi mike, dré mikatda tätde nikwe, aune dré botdä ni tä ja motdo ketde. Abokän kukwe ne die bitdi, ni tä ja ngoboare aube dikekä jutdä ngwäre tibien,kä nengwane, kandi kukwe bädäkä ngwarebe nökäninakä jutdä ngötdäitde.amare ni ngäbe känime nüne kä tibien netde. Kukwe ne kädrie kändi,meri kä Luz Graciela Jolÿ Adames, ni ja tötikaka krí,kukwe ngäbere aune jutdä ngäbere botdä,ne erere kukwe ngäbetdre nüne kä medábitdi erat-do,ngäbetdre kwatda drune,tädre nüne jutdä Banama netde kukwei botdä ja kitdani meri nekwe eratdo. Ne kändi abokän, ni.ngäbere aune kukwe ngäbere mikani bäri ütiotde ja tötikara ku-kwe nebotda niarae. Ye botdä ji diani kwe ja käne ja tötikara kukwe ngäbere botdä.aune mike ütiotde jutdä Banama netde. Dre mikani kwe ja käne, ja tötikakäre. Ni ngöbere tä töbike ño, aune tä noin.ño ngöbö kukwei botdä.ni ngäbere tä ja bäine ño,aune ja ngoboare ño mräkäbe gwitda. jutdä ngwäre,blitdatda ño ni ngäberekwe,kukwe ni ngäberekwe, jeki,ka,kukwe kira,aune ja tötika kukwei, ye köi.mikatda ño jutdä ngäbere te Kä Tärä

The vital role of the women of Agligandi in community agriculture

Absalón Magdiel Preciado Ríos — Fri, 01 Aug 2025 00:00:00 +0000

A group of women from the Agligandi community of the Guna ethnicity has decided to raise their voices by participating in agricultural and farming activities, breaking paradigms to be visible and stand alongside men. The role of guna women has been fundamental in the conservation and transmission of knowledge, passed down through oral and collective memory from generation to generation. The objective of this essay is to strengthen participation and initiative through this practice, ensuring food sustainability by analyzing the contributions of guna women, the challenges they face, and their opportunities.

Binsaed issegwad:

Agligandi bundorgan ambiggusmala guna omegan anna e-gangued oyodmala sabburgi arbaega, binsaed ogwaega nabir massergan yalaba abingunagwar arbalemoye. Guna omegan igar nued oyonamoga nabir anmardaed anmar burba sabogega geb ogwasimoga mimmigan yoedse danimagloedga. We sabga narmaglesad dule omegan ogannoega burba mesega sabburgi arbaed nan dummad aramagmaid mas mer oberguega, binsaed nued egi amigwuissi, e boni maid geb igi anmar ogannobaloe.

Assessment of the implementation of intercultural bilingual education in Gunayala region

Artinelio Hernández Campos — Fri, 01 Aug 2025 00:00:00 +0000

This study aimed to assess the perceptions of supervisors, principals, and teachers regarding Intercultural Bilingual Education (IBE) in elementary schools of the Gunayala region and describe the Ministry of Education ́s (MEDUCA) National IBE plan. A survey was conducted among each of the educational actors: 6 supervisors, 19 principals, and 48 teachers from 16 schools in the Gunayala region. This research design is non-experimental, descriptive, and cross-sectional. The results of the data analysis indicate that 66.7% of supervisors and principals have observed favorable changes after the implementation of Intercultural Bilingual Education (IBE) in their schools. However, despite this positive perception, 53% of teachers expressed their disagreement with the implementation of IBE to supervisors and principals. Furthermore, 88.9 % of supervisors and principals reported not having tools to monitor and follow up on IBE. Consequently, the study recommends that supervisors conduct adequate monitoring and follow-up, providing teachers with ongoing guidance.

Binsaed issegwad:

We sagba inmaglesa wisguega igi binsamala ibdurdagged neggi arbamalad nan Garburba Oduloged igargi gunayalagi, geb daggega sabga maid nan Garburba Oduloged igarsig ibdurdagged galu saglagad. Sunmaglesa ibdurdagged neggi arbamaladbo: 6 ibdurdagged neg dagmalad edummagan, 19 ibdurdagged neg edummagan, 48 ibdurdagged neggi odurdagmalad, 16 ibdurdagged neg gunayalagi. We arbaed inmaglesa daggega igi arbananai we igarsig. Amilesa 66.7% ibdurdagged neg dagmalad edummagan, geb ibdurdagged neg edummagan edoddogana gwagmala nan Garburba Oduloged igargi arbamalar ibdurdagged neggi. Deginigwale, 53% eodurdagmaladi binsamala edummagan nan garburba Oduloged igar abesurmala. Auggi 88.9% edummagan sogmarmoga garda saddemarye nuegwa igar seega, nuegwa daggega igi nan Garburba odologed igar selemai. Degsoggua anmar sogsunndo igar nue amiergebye nabir nan Garburba Oduloged igar guega ibdurdagged neggi.

Worldviews in the classroom

Reyna Elizabeth Rodríguez Alveo, Yara Murillo Gómez, Marquela González Quirós — Fri, 01 Aug 2025 00:00:00 +0000

This article presents an analysis of the progress of Intercultural Bilingual Education (IBE) in Panama through a systematic review of digital documentary sources. A qualitative research methodology was employed, with the collected information organized into figures and tables and subsequently analyzed using established evaluation criteria. The findings reveal key historical developments, institutional collaborations, advancements in language and cultural preservation, resource development, organizational structures, and pedagogical models, among other relevant aspects. Despite these advances, several challenges remain, including budgetary constraints, insufficient monitoring and enforcement of policy implementation, difficulties in sustaining Indigenous language preservation, the need for program evaluations based on relevance and impact criteria, and the necessity for more substantial institutional commitment to the cultural, linguistic, and educational diversity of Panama’s Indigenous peoples.

Dyi beđea:

krĩchabea, ne kawabea, ne juma dadyi ẽmberãnebea akʌwãbudada Panamá ejuãne, keduađe butabeada, kawađikareã akʌsiđaa. Unusiđaa maū keduađe naa druawãdia nemburubeada, sawã zeburu, dyi kareba jidada, dyi beđea kirãme eropanu, dyi kari, sawã ne jaradiabadabea, ne juma bea, idyaba dyi borogdromabeaba akupanuda, dyi ẽmberãrã panamaneberãda.

Guna knowlwgde addressing the climate crisis

Geodisio Castillo — Fri, 01 Aug 2025 00:00:00 +0000

The climate crisis represents a global threat with profound implications for food security, particularly in vulnerable regions such as Gunayala. This paper addresses existing knowledge gaps by examining ancestral and spiritual wisdom related to Ologwadule —a traditional agroecological system —and its role in cultivating root and tuber crops. Using a qualitative approach, the study draws on a literature review, ethnographic fieldwork, interviews, and participatory dialogues with Gunadule farmers across twelve communities in the Gunayala Region, conducted between 2022 and 2024. The findings highlight the importance of recognizing the unique agricultural and cultural significance of root and tuber crops, which serve not only as staple food sources but also as key elements in maintaining ecological balance and resilience in the face of climate variability. The study underscores the value of integrating Indigenous knowledge systems into broader climate adaptation and food security strategies.

Binsaed issegwad

Yar burba gwagmaid igar nue negdirbir naid issoali, anmar yarsuidgi iddoleali, geb nagnu sed nuegwa igargi iddolearbali. We sagba amibie igi anmar sergan neg sedaniggini Ologwadule igarsig, igi igar maina mangi daglemalad digedsig. Anmar sabga galagwensur absosa, geb sabburba arbamalad absosbali. We arbaed anmar imasa gunayalagi 2022gi 2024se. Anmar susa anbe gagga bo subbarba arbamalad. We sabgagi anmar narmagnai mangi daglemalad igar digedsig. Ibu igar mamai, ibigar nue abelege, ibigar dulemarga nuedi gunnalir.

One tour, a thousand lessons

Yamileth González Franco — Fri, 01 Aug 2025 00:00:00 +0000

The experience in Dagar Guna Yala revealed the transformative power of learning beyond the classroom. A visit to the Communal CAIPI (Central Indigenous Community Center) showcased an Indigenous community that, despite its limitations, proudly preserves its cultural identity. Women, as true protagonists of change, are leading initiatives that strengthen early childhood education and entrepreneurship, with support from the Specialized University of the Americas (UDELAS) and other organizations. Through a diploma program, participants identified the need to establish an early childhood care center, recognizing that many mothers were unable to engage in community projects due to childcare responsibilities. This center, along with other community infrastructure, fosters academic, social, cultural, and economic development. The visit demonstrated that genuine learning arises through intercultural dialogue and a shared vision for social impact—something educators and educational institutions must actively promote and implement. In Doddogan Nega, what is not found in books is taught with the heart and through lived experience.

Binsaed Issegwad:

Anmar neg daggabbid Dagar Guna yalase issesur ibmar durdagsamala. Anmar CAIPI se arbigu dagsa igi dulemar doddogan odurdagnamala, ibmar sadde nigwar edaed ogannobugwa. Omegan bur ibmar oyobugwa, doddogan ordurdagbugwa geb mani onasgubugbali, auggi bendagnanai Universidad Especializada de las Américas (UDELAS) geb bamalad emar bendagmaladbo. Igar amilesa nabir doddogan neg sobega, adi nangan yagi arbamaloed. We neggi doddogan ibmar durdamaloe geb edad ogannobaloe, geb nabir mani onasgumarbaloe. Anmar neg daggabbid nabir bulagwa arbalege, doddogan odurdagmaladadbo, neggwueburbo geb bamalad emar bendagmaladbo. Sabgamargi nasulid, doddogan neggindi nai durdalebugwa gwaguegi.