This paper seeks to contribute to the discussion on how to enhance food tourism in emerging, tropical countries characterized by a large number of indigenous groups and a high biodiversity. A sacred plant for the Kichwa indigenous communities labelled Ilex guayusa Loes. (Aquifoliceae) is used as a case study. Twelve recorded interviews with different stakeholders of the Amazon region of Napo in Ecuador were analysed. The results of this qualitative research show that the Western-based theory on niche tourism based on experiential and intimacy theory is compatible with four principles which are related to the cosmovision (worldview) of Kichwa indigenous groups, namely: mutual learning, empowerment, regulated access to intellectual property and community legislation. The framework proposed seems suitable to understand food tourism in an indigenous setting. Furthermore, the integration of Western-based food tourism with an indigenous cosmovision might contribute to a more sustainable land use and more equitable social development.
ResumenEl presente artículo pretende demostrar que la filosofía andina -sabiduría ancestral-con el principio del diálogo (tantanakuy 1 ) no solo intenta relatar las costumbres y valores indígenas, sino rescatar su incidencia en el proceso de educación tanto en la gente que pertenece a diferentes pueblos y nacionalidades, como en otras personas que comparten tiempos y espacios comunes. El diálogo es la fuerza simbólica de las comunidades, pueblos y nacionalidades que cohesiona el vínculo social de propios y extraños (mestizos, afrodescendientes, montubios, blancos, urbanos y juveniles), así como el surgimiento de la difusión en los medios de comunicación y en el sistema de educación escolar. Palabras clavesSabiduría ancestral, diálogo, comunidades, pueblos, nacionalidades, educación, interculturalidad, identidad inclusiva, cohesión social. AbstractThis article seeks to demonstrate that from the Andean philosophy -ancestral wisdom-with the principle of dialogue (Tantanakuy) not only tries to tell indigenous customs and values, but also to rescue their impact on the educational process both people who belong to different the communities and nationalities, and in others because they share common places and times. Dialogue is the symbolic power of communities and nations that represents the social bond of groups and foreigners (mestizos, afroecuadorians, montubios, white, urban and juveniles), and the rise of diffusion in the mass media and in the formal education system.
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