{"id":689,"date":"2021-05-27T21:41:36","date_gmt":"2021-05-27T21:41:36","guid":{"rendered":"http:\/\/viraltimes.climateactionchildhood.net\/?page_id=689"},"modified":"2022-07-17T22:07:26","modified_gmt":"2022-07-17T22:07:26","slug":"puertas-del-sol-sun-gates","status":"publish","type":"page","link":"https:\/\/viraltimes.climateactionchildhood.net\/index.php\/gardens\/puertas-del-sol-sun-gates\/","title":{"rendered":"Puertas del Sol Garden"},"content":{"rendered":"\n
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Educator: Mar\u00eda Cecilia Ca\u00f1izares
Children: Sebastian, Amelia, Galilea, Felipe,
Amanda & Miley<\/p><\/div>\n<\/div>\n\n\n\n

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Puertas del Sol<\/strong>\u00a0neighbourhood still holds some vestiges of its history as a rural area that was built around and in relation to the Tomebamba river. In the past, Puertas del Sol\u2019s landscape was made by haciendas that shared similar chromatic shades of carefully cultivated fields. In the last twenty years, its geography has been radically altered and forced to accommodate the higher demographic demands that intensely presses on Cuenca. Puertas del Sol\u2019s metamorphosis has been shaped by an agglomeration of small gated communities and mid-size buildings that compete on offering the best views to their dwellers. Although this area in Cuenca has suffered profound transformations, its active population\u00a0still co-exists in deep relation with the water flows and changes that happen in the Tomebamba river.<\/p><\/div>\n\n\n\n

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Approaches to the Tomebamba River<\/strong><\/h2>\n\n\n
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During this time, we have been invited to experience the school as an errant space and to meet with it from a different perspective. Therefore, paying attention to place, we relate to the Tomebamba River, an element full of life and stories, with water that speaks to us and invites us to think in many ways.<\/h5>\n\n
Approaching the “river” has taken time; establishing a relationship with the river requires attention and questions that nurture our encounters. What does the Tomebamba river ask of us? This question has interesting pedagogical implications. It shapes, deforms, and transforms our ideas.<\/h5><\/div>\n<\/div>\n<\/div>\n\n\n\n
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Thinking about
watery relationships<\/h2>\n\n\n
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We think in watery relationships <\/mark>. We work with watercolors to focus on the circularity, fluidity and complexity of the river. We notice how this material takes the language of\u00a0 the water.<\/mark><\/h5>\n<\/div><\/div>\n\n\n\n
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We correspond to the movements of the watercolor with what happens in the river. The watercolors resemble the movements of the river, composing together and staying alive.<\/h6>\n\n

We create pedagogies that emphasize thinking collectively following the logic of the river. We notice how our thoughts are also circular, have fluidity and movement.<\/h3><\/div>\n\n\n\n
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