Maize as a cultural element of identity and as a biological being: narratives of Mexican children on the transgenic maize debate and the importance of knowing the context

摘要

In a multicultural country such as Mexico contexts do matter, more if that context could be completely modify with the introduction of transgenic maize. During 2009 we developed a workshop that allowed us to dialogue and know the different narrationsof Mexican children from twenty schools across the country, about their relationship with maize. The products obtained in the workshop (narrations, drawings and interviews) show differences between the representations of maize that children had. In general, in rural schools, maize is a sacred and cultural element of identity, while in city schools it is a living thing. In contrast, both agree that maize is a fundamental part of their lives and a basic component of their food. In 2010, we returned to thesame schools to show the narrations of Jose (from a rural school), and Laura (from a private school in Mexico City) and explored their opinions on these narratives. The discussion of the children highlights that it is important to know how maize is considered in other contexts to redefine their original thinking and value traditional and scientific knowledge: at last, maize is both a cultural element of identity and a biological being, and I love it'. Finally, the discussion was focused on how the introduction of transgenic maize could affect the life of Jose and Laura and what do they need to do and know to decide whether they incorporate or not transgenic maize to their lives. The discussion was quite relevant since the Mexican government is intending public participation on the GMO's debate and specific proposals from indigenous communities and consumers. The workshop showed that participation requires a better scientific understanding of GMOs, but also the knowledge of indigenous people and recognized that the discussion must be locally relevant and culturally appropriate. Narratives set up a perfect scenario at schools to know the others reality and be part of a reflexive process, after all 'why does Jose have to use transgenic maize if it doesnot respond to his way of living and needs'.