Methodology for the construction

of Community Protocols

Community Protocols are internal rules created by the community. Such rules reflect their own traditional character, the manner

in which the community relates both to itself and externally, and also define certain procedures, criteria, and tools for territorial

management and the use of natural resources. This textbook describes the methodology for the construction of community

protocols developed by the GTA Network in the Bailique Archipelago, in the state of Amapá. We hope this model can be replicated in

other territories and become an instrument of empowerment for traditional peoples and communities.

Workshop Series and Meetings

Project TeamCoordInaTor Rubens Gomes

Local Organizers Geová Alves, Marcelo Apel (workshops 1 and 2)Field Technicians Mariana Chaubet, Jaqueline Sanches (workshops 1 and 2)

Consultant Roberta Peixoto Ramos

Board Of GTA NetworkPresident Rubens Gomes (OELA)Secretary Maria do Rosario Costa Ferreira (MIQCB) Treasurer Marilene Oliveira Machado (CEFTBAM)

National Counselor Francisca da Cruz Freitas

Brasília National OfficeExecutive Secretary Enilde Jacobina

Finance Janaina RodriguesCommunications Ingrid Sinimbu, Juliana Pinto

GTA Network AmapáRegional Coordinator Henrique Vasconcelos (RAEFAP)

Institutional PartnershipPresident of OELA Carlos Cesar Durigan

Local PartnersCommunity Council of Bailique (CCB) Paulo Rocha, Antonio Luiz Cordeiros Lopes

Fishermen Colony (Z–5) Florivaldo Mota RochaThe State Institute of Forestry of Amapá (IEF)

Support Group

Community of São João Batista Raimundo Vilhena Cordeiro, Juvanete Mira Rocha, Ana Silvia Mira Rocha

Community of NOSSA SENHORA APARECIDA Erasmo Mira Rocha, Fátima Mira Rocha

Community of MACEDÔNIA Antônio José Marques da Costa Filho, Arlen Vieira da Costa

Community of CARNEIRO Hernando Ferreira Marques

Community of Vila Progresso Bismarck Farias dos Santos, Uellington Ferreira Farias

Community of PONTA DO CURUÁ Arlan CostaCommunity of Buritizal Ruane Barbosa Pacheco, Maria da Conceição

Technical SupportCGEN / DPG / SBF / MMA

PublicationGRAPHIC design Start Digital

Illustration João Tiago PicoliTRANSLATION Philip Somervell

AcknowledgementsLuiz Carlos Joels, João Matos, Tasso Azevedo, Carlos Potiara

Contactrubensgomes@oela.org.br

INDEX1 6THE CONSTRUCTION

OF COMMUNITY PROTOCOLS

2 10CONSIDERATIONS REGARDING METHODOLOGY

3 20WORKSHOP 1

4 34WORKSHOP 2

5 541ST GENERAL MEETING

6 58WORKSHOP 3

7 70WORKSHOP 4

8 742ND GENERAL MEETING

INTRODUCTION0

C ountries who ratified the Na-goya Protocol today seek to implement the objectives of

the Convention on Biological Diversity – CBD, guided by the third pillar, which is to guarantee a fair and equitable sharing of benefits without losing sight of other issues, such as the conserva-tion of biological diversity and the sus-tainable use of its components.

Parallel to this process, users (particularly the industrial sector) have been organising themselves for this moment. They are creating their own organisations to aid them in the devel-opment of this new biotrade and devel-oping their own patterns of certifica-tions, as well as models of protocols, the biocultural one being the best known.

However, the features printed in that protocol model do not meet the real needs of TRADITIONAL COMMU-NITIES AND PEOPLES. For this reason, we are seeking new frames of refer-ence. We don’t need a Protocol that merely prepares us to do business with companies. We need a wider model, that recognises the communities’ true ownership of their territory, culture, and history. A model that helps us evaluate the real situation of our stocks of nat-ural resources in order to assess their best form of use.

TO KNOW, IN ORDER

TO DEFEND

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Similarly, we need to know international law (the CBD, Nagoya Protocol, Convention 169 of the ILO), national and state law (the regulato-ry framework in place regarding ac-cess and benefit sharing) and public policy relating to traditional commu-nities and peoples. We are conscious of our responsibility to conserve bio-diversity promoting sustainable use of natural resources, with the aim of helping our own well-being and gen-erating wealth for the country.

For this reason, we at the Amazon Working Group Network (Rede GTA – the largest network of socio-environmental movements of the Amazon), in partnership with Re-gional GTA/Amapá, the Community Council of Bailique, Fishermen Colo-ny Z-5, together with 37 communi-ties of the Bailique archipelago, with support from IEF, AVINA and Fundo Vale, have developed an instrument to protect our rights that will allow our communities to implement their own plan of territorial management, as well as the sustainable manage-ment and use of natural resources.

This instrument, described in this textbook, is called a Com-munity Protocol, which we define as INTERNAL RULES CREATED BY THE

COMMUNITY ITSELF. These rules reflect their traditional features, and the way the community is related internally and externally. It also de-fines other procedures, criteria, and instruments for territorial manage-ment and sustainable management and use of natural resources.

We hope this model of Com-munity Protocol can be replicated in other territories, becoming an instru-ment of empowerment for tradition-al communities and peoples.

Rubens GomesPresident of the GTA Network

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THE CONSTRUCTION OF COMMUNITY PROTOCOLS1

THE CONSTRUCTION OF COMMUNITY PROTOCOLS1

T he objective of constructing community protocols is to empower people and tradi-

tional communities to enter dialogue with any external agent on equal terms, strengthening the community’s under-standing of their own rights and duties and establishing the importance of biodiversity conservation and its sus-tainable use. It is furthermore an im-portant tool for the management of territories, as well as the control and use of natural resources.

This project is being developed by the Amazon Working Group Network (Rede GTA) and is supported by Fundo Vale and Fundação Avina. Its partners are the Amapá Regional branch of the GTA Network, the Bailique Community Council (CCB), the Fishermen Colony Z-5, the State Institute of Forestry of Amapá, and the DPG/CGEN/Ministry for the Environment.

For the GTA Network, Commu-nity Protocols are INTERNAL RULES CREATED BY THE SAME COMMUNI-TY. Such rules reflect their own tradi-tional character, the manner in which the community relates both to itself and externally, and also define some procedures, criteria, and tools for ter-ritorial management and the use of natural resources.

The creation of Community Protocols is based internationally on the Convention on Biological Diversi-ty (CBD) and the Nagoya Protocol. At a national level, the GTA Network ini-tially resorted to the Methodology of Socio-participative Certification devel-oped by the network, as well as current national legislation regarding access to genetic resources and associated tra-ditional knowledge.

The development of a project for building a community protocol should have three phases. The first, which is the first year of the project, is about the development of the com-munity protocol by the community (the methodology is described in this textbook). The second phase, year 2, concerns improvements in production methods, where the community works to identify economic potential in its territory and through its protocol may start trade agreements in different ar-eas. The third phase, year 3, is where the community develops a sociopartic-ipative certification of its products, with the aim of increasing its income and improving production quality. These phases are interconnected, given that years 2 and 3 of the project are essen-tial for strengthening the community protocol developed in the first year.

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This textbook covers the first phase of the project. This methodol-ogy was developed during the con-struction of the community protocol of Bailique, Amapá, between Octo-ber 2013 and December 2014.

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CONSIDERATIONS REGARDING METHODOLOGY2

CONSIDERATIONS REGARDING METHODOLOGY2

T he methodology developed by the GTA Network for the con-struction of community proto-

cols allows for its replication in other traditional communities. However, it is worth highlighting that it is a guide, not a manual, and must therefore be adapted to fit the reality of each region and community

The necessary steps for the construction of the methodology are as follows.

STEP 1Informed, Prior, and Free Consent

Bearing in mind that a Community Pro-tocol MUST BE CREATED BY THE VERY SAME COMMUNITY, it is necessary to understand that a methodology offers only the necessary instruments for the construction of this process. It is not the role of the methodology to influence the content of the rules or procedures. The community is entirely responsible for the content of their own Community Protocol. However, to indeed be an in-strument for the protection of territory and traditional knowledge associated with genetic resources, this document

CONSULTATION WORKSHOP

A R Capacity BuildingCommunity leaders are informed about how the Project of Constructing the Community Protocol will be developed. The following content is discussed in this workshop: , Basic introduction to Brazilian

law regarding Access to Genetic Resources and Associated Traditional Knowledge, Convention on Biological Diversity (CBD), Nagoya Protocol, and Convention 169 of the International Labor Organisation (ILO).

, A concrete example of a case of Access to Genetic resources and Associated Traditional Knowledge to illustrate the importance of the subject.

, A presentation about the potential of bio-commerce.

, A specific presentation on what a Community Protocol is, how one is built, and what the role of the community is in this process.

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It is important to give community leaders the opportunity to clarify any doubts or questions they may have during the capacity building stage.

B R COMMUNITY CONSENTThe second stage is the process of free, prior and informed consent. For this to happen, it will be necessary for all persons who do not belong to the community to leave the room and for community leaders and representatives to deliberate on whether they wish or not to participate in the project. The decision taken must be put in writing as minutes and signed by all present.

C R DISCUSSION OF PROTOCOL TOPICSIf the community should accept the project, the next step is to stimulate an initial discussion with leaders and/or representatives of the communities/community associations about the possible topics for the realization of the protocol. Leaders are divided into groups and each receive two suggested subjects to discuss.

The question asked is: Regarding these subjects, which would be important to include in your Community Protocol?

Suggested topics are: identity, natural resources, territory, challenges, risks, opportunities, improvements within the community, and social problems. Participants are at liberty to discuss other topics they may think are more important to the community (topics suggested by the GTA Network). The ideas discussed are written on a board and presented to the whole group at the end of the meeting.

It is important to understand that this topics will not necessarily be part of the Community Protocol for that community. They serve, however, to identify points that are deserving of attention during the process of constructing the Protocol.

CONSIDERATIONS REGARDING METHODOLOGY

must always be based on legislation, both international (CBD – Nagoya – ILO 169) and national (currently provisional measure 2.186-16/2001, State and Mu-nicipal where applicable).

In order for this to happen, the first step for building the Community Protocol must necessarily be ‘Informed, Prior, and Free Consent’. Consent must be free, free from any internal or exter-nal pressure, coercion, or intimidation, of the own spontaneous will of the com-munities. It must always be prior, that is to say, before any actions or activity of impact is carried out. Lastly, it must always be informed, as the community has the right to in-depth knowledge of the project being discussed, including not only leaders and representatives, but all community members who wish to participate, through their own free and spontaneous will.

It is therefore of extreme impor-tance that the community gives its con-sent for the protocol to be legitimate from the start. To achieve this, the first thing to do is to set up a consultation work-shop with three stages: capacity build-ing, community consent, and discussion of the Protocol terms [see page 12].

* An important factor for success is the choice of the Guiding Organisation of

the Process: it is crucial to have a rela-tionship of extreme confidence between the organisation and the community. The Organisation must be entirely re-spectful when registering the commu-nity’s information. No subject or matter that is not of the interest of the people building the Protocol must be induced or imposed in any way whatsoever.

STEP 2Introduction of Workshops

Once previous, informed, and free con-sent has been given, the process of construction of the Community Pro-tocol starts in earnest. This happens through 4 rounds of workshops on different subject matters. In addition to the workshops, there are two general meetings (called ‘Encontrão’).

In order to participate in work-shops, the community must choose leaders or representatives who legit-imately represent the whole commu-nity. The number of representatives per community is calculated by using the total number of inhabitants or of local organisations. The greater the number of inhabitants and local or-

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ganisations, the greater the number of representatives.

At the same time, it is im-portant to allow for the participa-tion not only of community leaders

but also any interested community members, which will aid and in-crease workshop participation.

The following table contains the order of workshops.

WORKSHOP 1

Socio/Economic/Environmental/Cultural Diagonsis

WORKSHOP 2

National and international legislation, concepts, public policy regarding Traditional Peoples and Communities (PCTs)

1ST General Meeting (Encontrão)

Feedback on workshop 1 (via the consultation document)

Meeting with policy administrators regarding PCTs (as requirement of workshop 2)

Creation of a Management Committee for the Community Protocol

WORKSHOP 3

ABS (Access and Benefit Sharing) Capacity building

Public Policies for PCTs

WORKSHOP 4

Return of material generated at General Meeting 1 (via consultation document of the meeting)

Discussion of protocol priorities

Risks and Opportunities

2ND General Meeting (Encontrão)

Finalisation of agreements for the Community Protocol

CONSIDERATIONS REGARDING METHODOLOGY2

COMMUNITY PROTOCOL MANAGEMENT COMMITTEEThe plenary of the first General Meeting will choose community representatives to form a body that will coordinate and execute activities and actions deliberated by the Community Protocol. According to demands arising during this process, the Committee may appoint coordinators to be responsible for the execution of demands expressed in the Community Protocol (e.g: Land Regularization, Institutional Relations, Technological Development for production methods, etc.)

It is the role of the Management Committee to help construct its own Community Protocol. In order to do so, the Committee must, gradually, assume the task of passing on all content presented during the workshops to families and schools of the community, as well as enacting all activities pertaining to ‘feedback’ of workshop and general meeting outcomes.

A supportive organisation (that encourages the Process) must gradually pass on responsibilities to the Community Protocol Management Committee, in the sense of creating the feeling of local ownership of action. The success of the process rests on this appropriation by the Committee.

The most powerful body of the Community Protocol is the plenary of all communities involved in the process.

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It should be stressed that the content of the Community Protocol will consist of the results of those 4 workshops.

Given that all communities involved in the process should be present at General Meeting 1, this should be the moment for the cre-ation of the Community Protocol Management Committee.

Passing on information

A k PostersDuring the first workshop round, when community diagnosis is carried out, all activity outcomes are put up on posters (more permanent infor-mation) by leaders/representatives. Representatives take these posters with them in order to pass on the in-formation to families in their respec-tive communities, with the idea of ob-taining feedback on results obtained from the workshop. This allows for leaders to involve families wishing to participate in the process and, at the same time, give them the right to validate the information as they see fit. This is the most effective way of

spreading the information and giving all families the right to participate. These families will in turn multiply the information. The idea is to create a feeling of ownership.

B k impermeable banners

In workshops 2, 3 and 4 there is con-tent which needs to be passed on to communities, and so the project brings this information on banners made of impermeable material, in order to avoid damage from water. Each community receives a ban-ner with information to take back to their communities and pass on to other families, as with the posters in the first workshop.

C k CONSULTATION DOCUMENT (INNOVATION)

The GTA Network prioritises the principle of participation. Following from this, it has developed a simple yet efficient process that allows for the inclusion of anyone wishing to participate.

In order that all families mem-bers of a community may enjoy the right to participate in the construction of the community diagnosis, a Con-sultation Document must be elabo-

CONSIDERATIONS REGARDING METHODOLOGY

rated after workshop 1. This document is a systematisation of replies given by the leaders during the workshop.

This document is then taken by the field team of the project, which visits all families of the community. Thus all families receive information about how their leadership responded to questions and may say whether they agree or not with what has been said. In addition, whether agreeing or not, they have the chance to add their own contribution to the document. (This material is then systematised by the technical team of the project and will comprise the material to be discussed at the General Meetings).

This process allows for all community members to have the op-portunity to express their opinion with regards to the construction of the Community Protocol.

SUPPORT TEAMTaking into account the need to ap-ply the consultation document to the greatest number of families possi-ble, and considering the need for in-volv-ing younger community members in the project, a support team should be created formed by members of the community youth, preferably those al- ready participating in the workshops.

This group is trained by people who are part of the field team of the project, and accompanies the team throughout the application of the con-sultation document. This not only re-sults in the greatest number of applied consultation documents, but also con-tributes to the engagement of younger members with the project, allowing for the development of an interest for their own community. Furthermore, this work enables the youth group to meet other communities in their region, al-lowing for an important exchange among communities.

For the consultation document of the community protocol of Bailique over 70% of participating community fami-lies were consulted, an extremely high number which reflects empowerment and real participation in the project.

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GOOD PRACTICE WHEN CONDUCTING WORKSHOPS, To always ask the eldest member/president of the community to

give a greeting message., To start with a prayer, inviting all religions present to manifest

themselves., To introduce all participants. , Before starting activities, to agree on a timetable for: the start and

end time of workshops, lunch, dinner, return journey, etc. These decisions are made by community members.

, To always make an assessment at the end of workshops., To take everything down on posters, to register the event in photos,

and hand everything over to the community., Photos taken at a workshop must be printed and given to the

community at the following workshop as a form of feedback. , All workshops must have a rapporteur to keep track of the process.

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WORKSHOP 13

WORKSHOP 13

T he objective of this workshop is to make a social, environ-mental, economic and cultural

diagnosis of the community.

STEP 1Identity

This step should discuss and answer the following questions:1. If an outsider should ask: Who are

you? What would you say?2. How did your parents and

grandparents identify themselves?3. Do you identify in the same way as

them? If not, why?4. How do you identify yourself?

HOW IS THIS ACTIVITY DEVELOPED? The facilitator presents the 4 questions written out on a poster, and hands out a piece of paper for participants to write their answers on.

The final question is the focus of this activity, and therefore the facil-itator has two options for developing it. The first one is to ask for all ques-tions to be responded to on the piece of paper. The second option is to ask participants to discuss the first 3 ques-

tions with the person next to them, and to respond to the final question on the piece of paper.

All responses are collected and put up on a mural for all to have access to individual replies. These respons-es are revisited at a later stage in the building of the Protocol.

ACTIVITY RATIONALEThe activity seeks for an understand-ing about how participants identify in an individual context, in order to then take that discussion to the community. It is important that the activity should be of self-identification, without influ-ence from the facilitator. The concept of identity is fluid and can change over time, especially in the face of challeng-es. For this same reason, self-identifi-cation can also yield many responses. A person can identify themselves in many ways.

Questions 2 and 3 aim to re-flect on previous modes of identifi-cation, be it through the professions of parents, or a political situation of a previous time. Its use is to think about how identity can change from one gen-eration to another.

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STEP 2How do we define our community?

This step should discuss and answer the following questions:1. How do you define who belongs

to the community? 2. How do you define who doesn’t

belong to the community?3. What are the criteria for inclusion? 4. What are the criteria for exclusion?5. What are the values of the

community?

HOW IS THIS ACTIVITY DEVELOPED?This is a group activity. Should there be different communities in the workshop, each community must respond to the questions separate-ly. After responding to the questions, each group should present their answers to the other participants. There can be room for discussion about what is in common and differ-ent between communities.

ACTIVITY RATIONALEThe objective of this activity is to es-tablish the criteria that make an in-dividual belong to a community and

the rules that define that belonging. This is important because it helps build a definition of community, leav-ing behind the discussion centred around the individual and moving to a more collective discussion.

The question regarding val-ues of the community is important because it is part of the definition of the community and of how commu-nity members regard themselves. This in turn influences the way these people will then create rules to liaise with external actors.

STEP 3Reflecting on history

This step should discuss and answer the following questions:1. When was the community founded?2. Where did the first inhabitants

come from?3. Where did other inhabitants of

my community come from? (what state, city? etc.)

4. Where are their relatives?5. What are the most important

traditions of your community? (religious celebrations, dance etc.)

6. Does your community have midwives, benzedeira (faith healer), knowledge of plants, raizeiro (herb/root doctor), puxador (masseur/healer) etc? Name these people.

HOW IS THIS ACTIVITY DEVELOPED? This is a group activity. Should there be different communities in the workshop, each community must respond to the questions separately. Groups should copy their responses onto a poster to be presented before a plenary of the remaining participants.

ACTIVITY RATIONALEThe objective of this activity is to create a register of the history of the commu-nity. It also has the objective of working a collective sense of community iden-tity. The objective of question number 6 is to identify traditional groups within the community that are also part of the community’s history.

STEP 4TIMELINE

HOW IS THIS ACTIVITY DEVELOPED? This is a group activity, and should in-clude all workshop participants. On a poster draw a timeline and include events discussed in the previous activi-ty. This activity can be carried out during the workshop or can be presented to the group during the General Meeting to be discussed, assessed and approved.

ACTIVITY RATIONALEThe objective of this activity is to make a visual display of the community’s history, as told in the previous activity. When presented during the General Meeting, participants may add informa-tion that they may consider important.

WORKSHOP 13

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This could be anything from a partic-ular event to the arrival of a symbol, like a bell, the image of a saint, etc. Anything that can be remembered about the history of the community.

STEP 5What does it mean to be..... ?

HOW IS THIS ACTIVITY DEVELOPED?The question is ‘what does it mean to belong to a specific community’. For example, what does it mean to be a Bailiquiense (a person from Bai-lique). In order to carry out this activ-ity, the following sentence is written on a poster:

TO BE IS

For example: To be Bailiquiense is to be…

This activity requires individ-ual responses. Participants may dis-cuss the question with the person sit-ting next to them, but responses must be individual. Responses are written down on a piece of paper and put

on the wall. Names are not required. Once up on the wall, participants are invited to get up and look at the given answers. An initial systematisation of the most common answers can be done by grouping them.

ACTIVITY RATIONALEThis activity closes the round of dis-cussion on identity. The objective is to understand whether there is a collective definition about what it means to be a part of this particular community or region. It’s important for the project team to check wheth-er there are similarities in the an-swers that could come to define the community. These responses can be included in the Community Protocol.

STEP 6Organisation of the Community

This step aims to discuss and answer the following questions:1. What institutions are present in the

community? (churches, schools, residents associations, etc.)

2. Is there a need to create more institutions? If so, which ones?

3. According to the phases of the tree, please classify the stage of development of the institutions cited.

4. How many families are there in

your community?5. How many families participate in

those institutions? Is it sufficient?6. Does the association have any

agreements or projects?7. Are they accountable/do they keep

accounts?

HOW IS THIS ACTIVITY DEVELOPED?This is a group activity. Should there be different communities in the work-shop, each community must respond to the questions separately. The fa-cilitator must explain all questions to the participants and should introduce

WORKSHOP 13

OrganisaTION/instituTION

Is a new organisation

needed?Tree phase

Number of community families

Participation in each

organisation

Is there enough

participation?

Are there agreements/

projects?Are they

accountable?

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the tree scheme [see pages 28 and 29] which should remain visible throughout the activity. Answers are entered into the table [see below]. Groups then copy their answers onto a poster to be presented be-fore all the remaining community participants. There should be room for discussion and clarification.

ACTIVITY RATIONALE The objective of this activity is to create a survey of all organisations present in the community. The com-munity can then reflect on whether there is a lack of organisations and

assess the level of development lo-cal institutions are currently at (ac-cording to the phases of the tree). Questions 4 and 5 aim to generate a discussion about the level of par-ticipation of community members in those organisations, and is an essen-tial part in the process. Questions 6 and 7 aim to raise questions about transparency of activities and man-agement of these organisations.

OrganisaTION/instituTION

Is a new organisation

needed?Tree phase

Number of community families

Participation in each

organisation

Is there enough

participation?

Are there agreements/

projects?Are they

accountable?

WORKSHOP 13

1 Embryonic, Nascent, Dormant

2 Emergent, Growing, Sprouting

3 Young, Some fruits, Requires Nutrients

4 Well developed, begins to bear good fruit

5 Completely mature, strong, self sufficient, resistant

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5

STEP 7Decision–making process

This activity aims to discuss and re-spond to the following questions:1. How are important decisions made

in your community?2. Who is involved in making the

decision? 3. Are there decisions that should be

made only by community leaders? Which ones?

4. What are the main values that inform these decisions?

5. Who are considered to be the community authorities?

6. How do you personally get involved in the decision-making process?

7. Do you feel you have enough opportunity to express your concerns and opinions during meetings or when something needs to be decided in the community? Why?

8. Is there something you’d like to change in the current structure or system? Why?

HOW IS THIS ACTIVITY DEVELOPED?This is a group activity. Should there be different communities in the work-

shop, each community must respond to the questions separately. Groups should copy their answers onto a poster to be presented to all other community participants.

ACTIVITY RATIONALE The objective of this activity is to create a discussion between groups about the decision-making process and about the general level of involvement in meetings. The activity seeks to under-stand the level of involvement and the extent to which people feel they enjoy equal rights to participate.

STEP 8Mental map of community territories

This activity aims to discuss and re-spond to the following questions:1. Where does the community’s

territory start? 2. Where does the community’s

territory end?3. Are there areas for collective use?

And reserve areas, for grazing, crops, pastures?

4. What is the ownership status of your territory?

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5. Are there large properties on the territory of the community? Where are they?

6. Identify the natural resources existent on the community territory (Ex: açaí berry, timber, fish etc.)

7. Which natural resources are used by the community?

8. How are these resources used? 9. What area do these resources

come from? Is that area collectively owned or private?

10. Make a list of forest plants used for home remedies and identify where they are on the map.

HOW IS THIS ACTIVITY DEVELOPED?This is a group activity. Should there be different communities in the workshop, each community must respond to the questions separately. The group facilitator should intro-duce all questions to the group par-ticipants, and explain their meaning. Each group receives a blank sheet of paper on which they should roughly draw their community map, accord-ing to the questions of the activity. Each community then copies the map onto a poster, which at the end of the activity is shown to the rest of

the participants.It is important to remember

that the mental map of the territory is not solely a map of the community in the sense of identifying where peo-ple’s houses are. The map should aim to identify all areas used by the com-munity for its survival, be the areas of forest, fields, streams (igarapé), rivers, or even privately owned areas. For ex-ample: areas used for hunting and ex-tractivism should be identified on the map, whether or not they are part of the community’s official territory.

ACTIVITY RATIONALE The objective of this activity is to geographically identify the commu-nity, as well as the main character-istics concerning collective use, land ownership status, and the location and use of natural resources. It is important to remember that this dis-cussion about territory is the ground-work for a future discussion about forms of usage of natural resources and dealing with external actors that wish to access those territories and its resources. In essence, it is to help the community efficiently manage its own territory and natural resources.

STEP 9Table of routine activities

HOW IS THIS ACTIVITY DEVELOPED?This activity is carried out with all participants at the same time. The facilitator draws a table like the one below on a board. Each participant is asked what time of year resourc-es are available to the community. The group fills in the table.

ACTIVITY RATIONALE The objective of this activity is to start a mapping of the natural re-sources known to and used by the community. This will be important for a future discussion about sus-tainable use. This data can also be used for years 2 and 3 of the project (where production methods and socio-environmental certifica-tion will be discussed).

WORKSHOP 13

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JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC

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STEP 10Sustainable Use

HOW IS THIS ACTIVITY DEVELOPED?This is an individual activity. The fa-cilitator talks to the group and tries to understand what the group thinks of the expression “sustainable use”. On a sheet of paper, each partici-pant writes a word, a phrase, or an example that illustrates the meaning of “sustainable use”. The papers are collected and some are read out to the group.

ACTIVITY RATIONALE This activity isn’t searching for a deep understanding of what “sus-tainable use” means. The idea is to begin a conversation on the subject. At a future point in time, during the building of the Protocol, the subject will be debated again.

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WORKSHOP 24

WORKSHOP 24

T his workshop looks at infor-mation about definitions and concepts relating to tradition-

al communities and peoples, national and international regulations on access to genetic resources, associated tradi-tional knowledge, and benefit sharing, as well as public policy relating to Tra-ditional Peoples and Communities.

Activity 1Definitions and Concepts

This activity works on clarifying and understanding key concepts and defi-nitions. The concepts are:

Biodiversity‘Bio’ means ‘life’ and ‘diversity’ means ‘variety’. So, biodiversity or biological diversity comprises the totality of va-rieties of life forms that are found on Earth (plants, birds, mammals, insects, microorganisms, etc.).

Socio BiodiversityGoods and services, generated from biodiversity, that promote the main-tenance and valorisation of practices and knowledge, generate income and

improve the quality of life and the en-vironment.

AgroecologySeeks to integrate productive capacity, use, and conservation of biodiversity and other natural resources, ecological balance, economic efficiency, and so-cial justice.

AgrobiodiversityThe sum of diversity of species and ecosystems, it represents the interac-tion of systems of cultivation, species, and varieties, as well as human and cultural diversity.

Agro–extractivismRepresented by economic activities of social groups who incorporate tech-nical progress and new technologies in transforming and adding value to products of the non-logging forest economy. It also comprises agropas-toral, extractive, and silvicultural ac-tivities, including production methods as well as those of transformation and commercialisation.

Sustainable DevelopmentThe type of development that is able to meet the needs of the current gen-eration without compromising the ca-

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pacity to meet the needs of future generations. Development that does not deplete resources for the future.

HOW IS THIS ACTIVITY UNDERTAKEN?Before the workshop starts, each of those six concepts (biodiversity, socio biodiversity, agroecology, agrobiodi-versity, agro-extractivism, sustainable development) should be matched to keywords similar or synonymous to those used in the original definitions that may be used to build a defini-tion of the concept. For example, a definition of biodiversity: “‘Bio’ means ‘life’ and ‘diversity’ means ‘variety’. So, biodiversity or biological diversi-ty comprises the totality of varieties of life forms that are found on Earth (plants, birds, mammals, insects, mi-croorganisms, etc.)”

So the following words can be written out: life, variety, forms of life, plants, birds, fish, animals, with each word written on a separate piece of paper. The second step is to put those bits of paper in an envelope entitled BIODIVERSITY. This should be done for each of the six concepts.

During the workshop, the ac-tivity is started by reading each of the concepts that are on the posters,

without extending too much into the meanings and definitions. After an initial reading, community members are divided into three workgroups and each group receives two enve-lopes containing the words prepared earlier. The activity consists in each group trying to form a definition of the concept on the envelope using the given words (not necessarily us-ing all words) as well as adding new words. Each group is asked to give an example for their concepts. Each group copies their definitions and examples onto a poster.

The second stage of the ac-tivity consists of each group giving a presentation to the rest of the com-munity participants, and a reading of the original definition and a discus-sion with the entire group, to com-pare differences and ensure the defi-nitions are understood by everybody.

The following is a table with suggestions of words to be used in the envelopes.

WORKSHOP 24

concept words

Biodiversitylife / variety / forms of life / plants / birds / fish / animals

socio biodiversity

Environment / quality of life / income / knowledge / promotion /

maintenance / life / variety / people / valorization / practices

Agroecology

Production / cultivation / integration / ecological balance /

ecology / economy / social justice / conservation /

biodiversity / good use

Agrobiodiversity

Diversity / species / ecosystems / interaction / plantation /

variety / different people / different cultures

agro–extractivism

Cultivation / plantation / production / economic activity /

groups of people / commerce / transformation / adding value /

forest / management

Sustainable Development

Fathers / sons and grandsons / future / natural resources /

growth / commitment / use / waste

It is important to highlight that these concepts are suggestions we have made as important topics for discussion. Other concepts can be added that may be relevant to the community that is developing the Protocol, such as agroforestry, for example.

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Activity 2Traditional Communities

The aim of this activity is to clarify the concept of ‘traditional communi-ties’ as used by the Brazilian govern-ment. It’s important for the commu-nity to understand it as such in order to access public policy regarding tra-ditional peoples and communities, and, in order to do so, it is suggested that this activity be undertaken in the following manner:

First, allow for a few min-utes’ discussion among participants about what is understood by the term ‘traditional communities’. If needed, this can be a group activity driven by the facilitator.

After this first reflection, the definition written on the banner can be taken into account. In order for the community to associate with the idea of the traditional community, the facilitator should read out each part of the definition and ask about its relevance to the community.

The definition of a traditional community to be displayed on the banner is:

Traditional Communities Culturally differentiated groups that identify as such and that possess their own forms of social organisation, that occupy territories and natural resourc-es as a condition of their cultural, so-cial, ancestral, economic, and religious reproduction, using knowledge, inno-vations, and practices generated and passed on through tradition. There is great socio-diversity among the traditional peoples and communities of Brazil; included among them are the Indigenous Peoples, Quilombo-las, Rubber Tappers (Seringueiros), Castanheiros, Quebradeiras de coco de babaçu, Artesanal Fishermen, Marisqueiras, Ribeirinhos, Campeiros, Pantaneiros, among others.

The facilitator should pref-ace the reading with the following reflections:, Can this community be under-

stood as a culturally differentiated group? Are you different to the people of the city?

, Do you occupy a specific territory?, Do you make use of natural re-

sources for your survival?, Do you make use of traditional

knowledge that has been passed on through generations?

WORKSHOP 24These questions should be

adapted for each community, but the idea is to use the questions in order for the community to end the activity feeling identified by the definition, as a traditional community.

After the questions and the debate, the facilitator should ask if the community identifies as a tradition-al community, once the concept has been clarified.

Activity 3Definition of genetic material and genetic resources

The concepts used on the banners which are the definitions used in Bra-zilian law are:

Genetic MaterialAll material of plant, animal, or micro-bial origin or others that contain func-tional units of heredity.

Genetic ResourcesGenetic material of real or poten-tial value. All living organisms: plants, animals, and microorganisms carry genetic material potentially useful to

human beings. These resources can originate from the wilderness, domes-ticated fauna, or cultivated plants. They come from environments in which they are naturally occurring (in situ), or from manmade collections, such as botanical gardens, seed banks, or col-lections of microbial cultures (ex situ).

HOW IS THIS ACTIVITY UNDERTAKEN?In order to explain what a genetic re-source is, it is worth finding a product that is commonly used by the com-munity. As an example, let us take the andiroba and the use of its oil for me-dicinal purposes.

Activity 4Definition of Associated Traditional Knowledge and its importance

The facilitator asks the group what they understand by the term traditional knowledge. A good amount of time must be allowed for participants to formulate their definitions and cite examples.

Once the entire group is cer-tain about the meaning of Traditional

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Knowledge , the facilitator must add the word ASSOCIATED and ask what ASSOCIATED TRADITIONAL KNOWLEDGE means.

Should participants not know how to explain, the facilitator can hint that the word ASSOCIATED refers to knowledge that is associated/linked to genetic resources. The best way to explain is through examples.

After this clarification, the defi-nition on the banner can be read out:

Associated Traditional Knowledge It refers to the knowledge, innovations, and practices of indigenous and local communities in relation to genetic re-sources. This traditional knowledge is the fruit of their struggle for survival and the experience acquired through centuries, adapted to local, cultur-al, and environmental needs. This is passed on through generations.

Once the definition has been read out, the facilitator can open a discussion about the importance of Associated Traditional Knowledge (ATK). It’s very important to encour-age community members to really contribute to the discussion. It is the role of the facilitator to instigate re-

sponses through relevant questions and examples.

Once some answers are giv-en, the list of important character-istics of ATK can be read from the banner:

, ATK is important because…, It has helped preserve, maintain,

and even augment biological diver-sity through the ages.

, Indigenous and local communities depend on biological resources for a variety daily needs, such as food, medicine, etc.

, It constitutes a vital source of in-formation to help identify genetic resources with which humanity, as a whole, can benefit. Without tra-ditional knowledge, many species currently used in research and commercialised products might never have been identified.

WORKSHOP 24

Activity 5Concepts relating to access and benefit sharing

For this activity, the project team should prepare a short role-play or en-actment to introduce the concepts on the banners. The text below is a sug-gestion for a script. The product, ge-netic resource, and characters should be adapted to reflect the local reality. The enactment carried out in Bailique was the following:

NarraTor Mrs. Maria Bailique is a very wise woman. Her home is beau-tiful, full of trees, plants and many animals. Mrs. Maria Bailique knows a lot about plants, especially andiroba, from which she extracts oil.One day, Dr. Naturex arrived in the community of Mrs. Maria Bailique. He came wishing to learn a bit more about andiroba and its oil.

Dr. Naturex Good evening, what is madam’s name?

MRS. MARIA Bailique Good eve-ning, my name is Maria Bailique, and who are you?

Dr. Naturex I am Dr Naturex, I’m not from the community, I’ve come to get

to know it a bit better. Mrs. Maria Bail-ique, what is it you are doing with that basket there? What is it?

MRS. M Bailique That isn’t a bas-ket, it’s a paneiro (local word for bas-ket)! And that is andiroba, Dr Naturex.

Dr. Naturex How interesting! Please tell me, what do you use the andiroba nut for?

MRS. M Bailique Ah! Many things. It is a fantastic anti-inflammatory and very good for baque (local word for bruises)!

Dr. Naturex Baque? What is that?MRS. M Bailique Baque is when

you bruise yourself, you knock your arm, cut yourself, that type of thing.

NarraTor Dr. Naturex liked andiroba very much and thought he could use BIOTECHNOLOGY to put andiroba oil in some of his products. BIOTECH-NOLOGY is a very modern type of technology that allows for the man-ufacturing of products using natural resources. However, before collecting the andiroba and taking it back to his laboratory, Dr Naturex went to talk to Mrs. Maria Bailique because he knew had to get her PRIOR CONSENT.

MRS. M Bailique Prior what?Dr. Naturex Prior consent, Mrs.

Maria Bailique. In order for me to have access to andiroba, we need to make a

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document called prior consent.NarraTor Dr Naturex explained

that prior consent is a document they both had to sign saying that Mrs. Maria Bailique accepts Dr Natu-rex carrying out research on andiro-ba from her community. Prior con-sent is needed because Dr Naturex is going to take the andiroba from Mrs. Maria Bailique’s community. For that, he needs permission first.

MRS. M Bailique But Dr. Naturex, I think we should first speak to the en-tire community because andiroba is in an area of collective use. And there are other community members who also extract oil from andiroba.

NarraTor And so, they organized a meeting with the entire communi-ty, and created a PRIOR CONSENT, that is to say, that the community signed an agreement of prior con-sent, in which it was stated that community members were aware of Dr. Naturex’s project and accept-ed his use of andiroba oil.What Dr Naturex did, then, is BIO-PROSPECTION! That means: he collected the andiroba and its oil, and took it to his laboratory, in order to identify what andiroba could be used for. He carried out what legis-lation calls ACCESS TO GENETIC

RESOURCES. Genetic resource is the part of the plant, or of the ani-mal, that can be useful to humans. For example: there are some phar-maceutic medications that originate from certain plants. Did you know, for example, that the remedy for malar-ia comes from the quina tree?But, returning to our story… As Dr. Na-turex had already spoken to Mrs. Ma-ria Bailique, he knew of the properties of andiroba, he knew it was good for baque, and that’s why he decided to try to create a massage cream using andiroba! He took the andiroba and its oil back to the lab, properly tested it, and it worked! So, he returned to the community to speak to Mrs. Maria Bailie to tell her that he had decided to develop a product!

Dr. Naturex Mrs. Maria Bailique, I have decided to make a massage oil with andiroba, and I’m going to sell it! So, I’d now like to make a contract with you, given that I took your andiroba oil, and I also used your traditional knowledge. I ACCESSED YOUR TRADITIONAL KNOWLEDGE about the oil in order to discover that I could add the oil to my massage cream! Your knowl-edge about andiroba was very im-portant for my research!

WORKSHOP 24MRS. M Bailique Benefit Sharing

Contract… hmm, I think I know what that is.

NarraTor Mrs. Maria Bailique al-ready knew what a CONTRACT OF USAGE OF GENETIC RESOURCES AND BENEFIT SHARING was. This contract said that Dr Naturex would divide certain benefits with the com-munity when he’d start selling prod-ucts made with andiroba. In addition, Mrs. Maria Bailique also knew that Dr Naturex had ACCESSED TRADITION-AL KNOWLEDGE, which means he learnt, with her knowledge, of the ben-efits of andiroba.And so, Mrs. Maria Bailique once again spoke to the community and everybody agreed that Dr Naturex should pay money for this benefit. But they also said he should help the community with a project to manage the andiroba trees, in order to protect them. That is what is called BENEFIT SHARING. And that’s how it was done!And so Dr Naturex produced and-irobex, a massage cream with andiro-ba. Part of the money from the sales went to Mrs. Maria’s community. In addition, Dr Naturex helped the com-munity’s andiroba project!

In order to aid the understand-ing of the concepts in the text, post-ers should be made with the words that are in capital letters. Whenever the word appears in the enactment, a person from the team should lift the poster in order to draw attention to the concept. More or less in the style of si-lent cinema.

The concepts on the posters are:

BiotechnologyAny application of technology that uses biological systems, living organ-isms or derivatives to create products or processes for a specific use.

BioprospectionExploratory activity that aims to iden-tify a component of genetic resources and information about associated tra-ditional knowledge, for potential com-mercial use.

Genetic resources and their importanceThe use of genetic resources, whether plants, animals, or microorganisms, re-fers to the process of researching their potentially beneficial properties, and their use for gaining scientific knowl-edge, or for the development of com-mercial products.

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The rapid development of modern biotechnology in recent de-cades has permitted the use of ge-netic resources for the development of new products and processes that contribute to human wellbeing. These range from vital medication to methods that improve food se-curity and conservation of global biodiversity.

Access to Genetic ResourcesAccess to genetic resources means using information contained in sam-ples of plants, animals, or microor-ganisms or derivatives in order to study them. Or for testing for pos-sible uses to develop a product for commercialisation, such as medica-tion, perfumes, and cosmetics.

Access to Associated Traditional KnowledgeIs the obtaining of information about knowledge or individual or collec-tive practices associated to genetic resources, of an indigenous or local community, also for the purposes of scientific research, technological development or bioprospection, with the aim of industrial or other applications.

Prior ConsentPrior Consent is based on the princi-ple of reasoned prior consent, guar-anteeing providers access to infor-mation related to the project aimed to be realised, so that they may or may not consent to its execution. The point of departure is to elab-orate the Terms of Prior Consent, a formal document of agreement, in clear and accessible language, signed by those who are providing genetic resources and/or associat-ed traditional knowledge and those who intend to study it for the devel-opment of commercial products.

Benefit SharingConsists in distributing benefits pro-ceeding from economic use of a product or process developed from access to genetic resources or asso-ciated traditional knowledge.

The forms and amount of such sharing are agreed on by re-search institutions and providers, can be monetary or not, and can include the transfer of technologies.

Contract of Usage of Genetic Resources and Benefit SharingA signed contract between parties

WORKSHOP 24involved in activities relating to access and transfer of components of genet-ic resources or access to traditional knowledge provided by local or indig-enous communities.

Board of Management of Genetic Resources (CGEN)

Responsible for authorising access to genetic resources and associated tra-ditional knowledge.

After the role-play, the facilitator reads out the concepts on the banners. The facilitator explains the meaning of each one, always using the theatrical play to illustrate the concepts.

Activity 6National and International Legislation

This activity introduces national and international legislation relevant to the discussion on access and benefit sharing. The concepts are below (to be put up on banners) followed by sug-gestions on how to introduce them to the community.

Convention on Biological Diversity (CBD)

The CBD was established during ECO 92, held in Rio de Janeiro, in June 1992. The UN treaty is one of the most important international instruments regarding the environment. These are the objectives:

, Conservation of biological diversity;, Sustainable Use of its components;, Fair and equitable sharing of benefits.

HOW IS THE ACTIVITY CARRIED OUT?The facilitator explains the history and origin of the CBD and clarifies its main objectives. The community is divided into three groups, and each group will discuss an objective of the CBD, elaborating with local examples. Each group presents its discussion to everybody else.

CBD – ARTICLE 15 – Access to Genetic ResourcesAccess to genetic resources shall be subject to prior informed consent of the Contracting Party providing such resources, unless otherwise deter-mined by that Party.

Further reading http://goo.gl/Na3HXi

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HOW IS THE ACTIVITY CARRIED OUT?The facilitator reads the article, fo-cussing on the importance of con-sent prior to the access

Nagoya ProtocolThe Nagoya Protocol on Access to Genetic Resources and Fair and Eq-uitable Sharing of Benefits Arising from their Utilization (ABS) is a sup-plementary agreement to the Con-vention on Biological Diversity.

It was adopted on 29th Octo-ber 2010 in Nagoya, Japan, and ap-plies to genetic resources and tradi-tional knowledge, as well as benefits derived from their use. Brazil signed the Nagoya Protocol on 2nd Febru-ary 2011 in New York but is yet to be approved by the National Congress.

Further reading www.cbd.int/abs

HOW IS THE ACTIVITY CARRIED OUT?The facilitator tells the story of the Protocol, its origin and importance. This space can be used to have a discussion with communities about Brazil’s position in implementing the Protocol, which until 2014, still hasn’t been ratified.

Nagoya Protocol – ARTICLE 12The parties should support the de-velopment of community protocols relating to access to associated traditional knowledge and genetic resources and the fair and just shar-ing of benefits deriving from that knowledge.

HOW IS THE ACTIVITY CARRIED OUT?The facilitator reads out the banner. The focus is on the fact that com-munity protocols are part of interna-tional law and, therefore, are a right of communities. It isn’t an invention.

The CBD and the Nagoya Protocol recognise:

, The rights of Traditional Peoples to their own traditional knowledge associated to genetic resources;

, The importance of Knowledge, In-novations and practices of Tradi-tional Communities and Peoples for the conservation and sustain-able use of biological diversity;

, Respect for the customs and pro-cedures of traditional communi-ties and peoples, including both the customary use of resources as well as the exchanges carried

WORKSHOP 24out among themselves;

, The right of Traditional Communi-ties and Peoples to grant Informed Prior Consent for access to genet-ic resources and their traditional knowledge;

, The right of Traditional Communities and People to receive benefits aris-ing from the use of innovations and practices based on their knowledge.

HOW IS THE ACTIVITY CARRIED OUT?Community members read the ban-ners and the facilitator talks to the whole group to clarify any doubts.

Free, Prior and Informed consent in Convention 169 of the International Labor Organisation (ILO)

The right of indigenous and tribal peo-ples to be consulted, in a free and in-formed manner, before decisions are made that can affect their rights, was first accounted for, internationally, in 1989, when the International Labor Organisation (ILO) adopted conven-tion number 169.

Convention 169 proposed a new model for political coordination between States and indigenous and tribal peoples. It was a more symmet-

rical and just model, which represents to this day the most thorough instru-ment of international law with binding character over indigenous and tribal peoples in the world. It must neces-sarily be interpreted in the context of other instruments relating to human rights within the international system, specifically the UN Declaration on the Rights of Indigenous Peoples, approved in September 2007.

HOW IS THE ACTIVITY CARRIED OUT?The facilitator explains the origin of the ILO and 169, focussing on the im-portance of the consultation of com-munities. The focus should once again be on the fact that the consultation is already a right that has been acquired by communities.

Provisional Measure 2.186–16/2001In Brazil, the Federal Constitution of 1998 establishes that the environment is a good for common use and is es-sential to a healthy quality of life. For these reasons, it is a public and collec-tive duty to defend and preserve it for present and future generations.

The regulation of these tasks and the implementation of the Con-

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vention on Biological Diversity in the country resulted in the application of Provisional Measure no. 2.186-16/2001 (MP) and its regulations.

This rule establishes rights and obligations relative to access to genetic resources, associated tradi-tional knowledge, and the fair and equitable sharing of benefits.

HOW IS THE ACTIVITY CARRIED OUT?The facilitator explains the history of the creation of the provision-al measure (MP), and some of its characteristics, as well as reading from the banner.

Activity 7Public Policy relating to Traditional Peoples and Communities

All policies are written out on ban-ners for presentation. In this activity, the facilitator invites workshop par-ticipants to read the descriptions, clarifying terms and identifying local examples where possible. The public policies are:

National Policy on Sustainable Development of Traditional Communities and Peoples (PNPCT)

PNPCT reaffirms the impor-tance of knowledge, of valorisation and respect for the socio-environ-mental diversity of the Nation. It promotes the sustainable devel-opment of traditional communities and peoples, with emphasis on the recognition, reinforcement, and guarantee of their territorial, social, environmental, economic, and cul-tural rights.

Further reading Decree Nr. 6.040/2007

National Commission for the Sustainable Development of Traditional Communities and Peoples (CNPCT)

The main components of CNPCT are:

, To coordinate and elaborate the implementation of a National Pol-icy dedicated to the sustainable development of traditional com-munities and peoples, establishing principles and guidelines for rele-vant public policy within the Fed-

WORKSHOP 24eral and other levels of government;

, To propose and advise the neces-sary actions for the articulation, exe-cution and consolidation of relevant public policy for the sustainable development of traditional com-munities and peoples, encouraging the decentralisation of execution of those actions and the participation of civil society, with particular atten-tion to situations that require special measures or are an emergency;

, To identify the need and to propose the creation of or modification of necessary instruments for the prop-er implementation of relevant public policy for the sustainable develop-ment of traditional communities and peoples;

, To promote debates and public con-sultations on topics relating to the formulation and execution of policy for the sustainable development of traditional communities and peoples;

, Traditional Peoples and Commu-nities are represented in 15 cate-gories chosen by participants who self-identify: Sertanejos, Seringue-iros (rubber-tappers), Comunidades de Fundo de Pasto, Povo de Terreiro, Ciganos, Pomeranos, Indígenas, Pantaneiras, Quebradeiras de Coco, Caiçaras, Gerazeiros, Quilombo-

las, Agroextrativistas da Amazônia, Faxinais, Pescadores Artesanais (artisanal fishermen).

National Plan of Socio biodiversity Product Chains (Sociobio plan)

The Sociobio Plan strengthens and in-tegrates actions, through a strategy of structuring sustainable markets for so-cio biodiversity products with national, regional, and local performance. It is the fruit of a collective process, with the participation of traditional commu-nities and peoples, civil society, compa-nies and the government.

Further reading http://goo.gl/blx2m3

Socio Biodiversity SquareA strategy of the Sociobio Plan is to commercially promote organic prod-ucts or products originating from sus-tainable practices that respect social and environmental issues.

It is an itinerant venue for ex-hibition, commercialisation, and dia-logue with consumers, business, opin-ion makers, the press, and the general population. It was designed to broad-en the dissemination of products and services of various biomes. Its princi-ples are:

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, The economic sustainability of business and enterprises, ce-menting transparent and cooper-ative comercial relations between all links of the productive chain;

, The social sustainability of the populations that inhabit each bi-ome of Brazil and their recogni-tion by consumers;

, Environmental sustainability through management of the use of natural resources;

, Job and income creation for tra-ditional communities and peo-ples and local farmers.

Products of Socio biodiversityGoods and services (final products, raw or processed materials) gen-erated from biodiversity resources, focussed on the formation of prod-uct chains that serve the interests of traditional communities and peoples and local farmers.

These products promote the maintenance and valorisation of traditional knowledge and practices, generating income and promoting a better quality of life and environment for those communities

They represent investment opportunities in sustainable busi-

nesses and product innovations in various areas:

, Foods, Cosmetics, Medication, Fashion, Decoration, Ecotourism, Services

Local Production Methods (APL)

The Socio biodiversity Plan func-tions locally by means of Local Pro-duction Methods (APLs), a group of entrepreneurs of a same localised branch in a same territory, who or-ganise, interact, cooperate and learn with and from each other and with other local actors.

In Brazil 18 APLs have been identified, involving more than 16 species of socio biodiversity.

APLs are found in the fol-lowing biomes: Cerrado, Caatinga, Mata dos Cocais, Mata Atlântica and Amazônia, including traditional com-munities and peoples and local fam-ers in their territories.

WORKSHOP 24Example: Amazônia, Rubber – Vale do Acre – AC, Brazil Nut – Sul do Amazonas – AM, Piaçaba – Alto e médio Rio Negro

– AM, Brazil Nut – Oriximiná – PA, Açaí and Andiroba – Ilha de Marajó

– PA, Andiroba and Copaíba Oil –

BR-163 – PA

National Policy on Agroecology and Organic Production (PNAPO)

The objective of PNAPO is to inte-grate, coordinate and tailor policies, programmes, and inductive actions of agroecological transition and organic production of an agroecological basis. It contributes to the sustainable devel-opment and sustainable quality of life of natural resources and the offer and consumption of healthy foods.

Agroecological transition is a gradual process of change of practic-es and agroecosystem management, traditional or conventional, by way of transforming the productive and social basis of the use of land and natural resources. The change should lead to agricultural systems that in-corporate ecological principles and technologies.

Foods Acquisition Programme (PAA)

The PAA makes possible the acqui-sition of foods from local farmers at prices compatible to the market. The products are intended for charitable entities, government, and families in socially vulnerable situations. It is also an institutional market, where farmers can directly sell their products.

National Programme for the Strengthening of Local Agriculture (PRONAF)

Pronaf finances individual projects and collectives that generate income for local farmers and agrarian reform settlements.

The programme maintains the lowest interest rates for rural financ-ing. Conversely, it has the lowest rates on defaulting among credit systems in the country.

National School Meals Programme (PNAE)

The PNAE consists of using, at min-imum, 30% of resources allocated for school meals for the purchase of products of local farmers, prioritising agrarian reform settlements, tradition-al, indigenous, and quilombola com-munities

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Federal Programme for Family and Community Forest Management (PMCF)

The PMCF was created to coordinate management actions and incentives for sustainable forest management. It is oriented towards traditional communities and peoples and local farmers who subsist from the forest.

This programme offers train-ing, technical support, and financial resources to arrange the removal of timber and non-timber forest prod-ucts without depletion.

Technical Assistance – ATER Rural ExtractivismActions in support of the produc-tion and guarantee of environmental conservation received technical as-sistance from the North Region.

In 2013, the first public call was made for the hiring of techni-cal assistance and agricultural ex-tension for extractivism which took into account the specificities of pro-duction and collective links of these communities.

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1ST GENERAL MEETING5

1ST GENERAL MEETING5

T he General Meeting is extend-ed to include the participation of all communities involved in the

building of the Community Protocol. De-pending on the size of the community, it may be necessary to divide it into regions or areas (taking into account geographi-cal proximity) so that the number of par-ticipants in each workshop isn’t too high, which hinders the methodology. The Gen-eral Meeting is the time for all communities to meet, participate in activities and discuss, as a group, the details of the Protocol.

Activity 1Bridging the gap between government and communities

Considering that many public policies aimed at Traditional Peoples and Com-munities are still unknown to traditional communities and peoples, there is a need to bridge the gap between communities and those policies.

The moderating organisation in this process, therefore, must serve as a bridge to those ministries which are pro-ponents of these policies, inviting them to the I General Meeting, with a view to bringing some preliminary information.

The choice of which officials to invite is subject to the criteria identified in workshop 2.

Activity 1.1Roundtable

A roundtable discussion with public offi-cials related to public policies for tradition-al communities and peoples in order for them to explain the pathways communi-ties must follow to access those policies.

The General Meeting is a three day event. It is important that the round-table discussion should happen on the first day and that public officials stay until the end of the event. The reason for this is that their presence will allow for the emergence of smaller, informal discus-sions with community members during the process. Considering that these offi-cials never, or almost never stay enough time with the community, it’s important to give community members a chance to talk to them as much as possible.

It is the role of the discussion mod-erator to identify some possible demands of the communities during the roundtable discussion. These demands, at the end of the General Meeting, should be voted on by the assembly to determine how they

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should be acted upon (for example, sending a letter requesting help to the Public Prosecutor on land issues, inviting other officials for the next workshop, etc.).

Activity 2Return of Systematisation of Consultation Documents

All consultation documents (consulta-tion to all family units) from workshop 1 are systematised by community and by region, with the aim of getting a general view of the group. In this manner, each community will have information re-garding the answers given in workshop 1, which is now a reflection, not only on the answers given by the leadership, but of other people of the community.

The systematisation by region should be printed on a more perma-nent and impermeable material (de-pending on the number of communi-ties, it might be necessary to produce a notebook for each region). The results for each community should be printed out on A4 paper. Thus, the leadership can return the documents to the fami-lies of its own communities.

During the General Meeting, the region notebooks should be as-sessed by community leaders, in order to observe changes that may have happened in family contributions. As the systematisation is carried out by regions, it allows each community to see themselves in the document. In this way, both similarities and differenc-es can be identified.

Each region should discuss the results. Community members have the opportunity to either agree with the changes, or to alter the results further, modifying or adding information. This debate generates a product of consen-sus among leaders that is presented be-fore everybody at the General Meeting.

The notebook will return with the leaders or representatives of the communities so that families can be aware of the result.

After the General Meeting, the project’s technical team systematises the new information that was presented. This data is used to make a new con-sultation document that will be passed to each family unit of the community so that their contributions may be collected.

The systematisation of this information will feed the discussion in the 4th Round of Workshops, in the run up to the II General Meeting.

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WORKSHOP 36

WORKSHOP 36

W orkshop 3 is dedicated to capacity building on ABS (Access to Genetic Re-

sources and Sharing of Benefits) and Public Policies of interest to PCTs.

Activity 1Presentation of public policies

During workshop 2 and during the Gen-eral Meeting, the required knowledge of some specific public policies should be identified. This can also arise from de-mands made by the community.

Once these are identified, rep-resentatives of the ministries are in-vited to participate in that workshop, with the purpose of presenting some of those public policies.

The material generated by these officials should be printed out on banners of the project, as these will be passed on to the communities. It is important to guide those producing the texts in order for the material to be ob-jective and of an accessible language.

In the workshop, each official presents their material to the commu-nities and opens the floor for questions and debating. The length of this activ-

ity will depend on the number of pre-sentations, but it is very important that there is enough time allowed for com-munities to clarify any doubts about the best way of accessing the policies presented in the workshop.

It is important that this be the first activity so that the community may have the remaining days of the workshop to have informal conversa-tions with those officials about public policies and how to access them.

Activity 2Capacity building on access to genetic resources, traditional knowledge, and benefit sharing

In order to develop this activity, the fa-cilitator should try, as much as possible, to create a conversation with the group to shed light on the subject. The use of local examples to facilitate explanation is also important. Only after an initial discussion has taken place can the fa-cilitator begin a reading of the materi-al, which should contain figures to aid comprehension.

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PRESENTATION MATERIAL

PAGE 1 Why are genetic resources important?Because they can help to develop medications and cosmetics, and agricultural and environmental techniques.

ANDIROBA COSMETIC PRODUCT OF ANDIROBA

POISON FROM THE JARARACA

MEDICATION FOR HIGH BLOOD PRESSURE SYNTHESISED

FROM THE POISON

WORKSHOP 36PAGE 2Why is traditional knowledge important? Traditional knowledge has helped preserve, maintain, and even augment biological diversity throughout centuries. In addition, traditional populations use this knowl-edge in agriculture and also health, through traditional medicines.

ANDIROBA OIL

MIDWIVES USING TRADITIONAL KNOWLEDGE OF HERBS

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PAGE 3What is access to genetic resources?It is an activity carried out on plants, animals, or microorganisms with the aim of identifying properties that may potentially be beneficial or contribute to sci-entific knowledge, or for the development of commercial products.

SOAP FROM AÇAÍ

WORKSHOP 36PAGE 4What is access to associated traditional knowledge?

, It is when information is obtained about traditional knowledge (which may be col-lective or individual) relating to a genetic resource.

, This information may be used for an academic study, scientific research, or for the development of a commercial product.

ANDIROBA–BASED PHARMACEUTICAL REMEDY

, Traditional knowledge is a vital source of information for identifying the use of genetic resources with which humanity may benefit. Without traditional knowl-edge many species currently used in studies and commercialised products might never have been identified.

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PAGE 5Sectors involved in the access to genetic resources and traditional knowledge.

, Providers: Nation States have sovereign rights over natural resources in their own national territory. In Brazil, traditional and indigenous communities are also responsible for giving authorisation for that access, especially if there is access to associated traditional knowledge.

, Users: Are responsible for distributing benefits derived from the use of genet-ic resources with providers. This includes the pharmaceutical, cosmetic, and agricultural industries, universities, botanical gardens, etc.

WORKSHOP 36PAGE 6Terms of Prior Consent (TAP) – Document signed by the researcher/company and the community before initiating the project. If the community signs the TAP it means the community members have accepted the project. What should be in-cluded in the TAP?

, The document must be in accessible language., It should include an explanation on what the project really consists of:objectives,

methodology, budget, duration, community involvement, etc., It should explain how the project can benefit the community., It should explain how the genetic resources and traditional knowledge will be

used for research., It needs to clarify what are the social, environmental, economic and cultural

impacts of the project., TAP must ensure the community the right to deny access to genetic resources

and traditional knowledge.

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PAGE 7What is a Contract for Use and Benefit Sharing (CURB)?It is a contract made between the community and the researcher/company. This contract is made when access to a genetic resource and traditional knowl-edge has a commercial or financial purpose.

An important part of the Curb is benefit sharing, which can be:

monetARY (% of profits of product sales)

non–monetary

WORKSHOP 36Some guiding questions in this process (using local examples):, What is the name of the thing in andiroba oil that heals a sore throat? (this ques-

tion seeks to clarify the concept of genetic resources)., What other uses does Andiroba oil have?, Does the community use many traditional medicines? Which ones? (Encourage

storytelling to explore the difference between using pharmaceutical and tradi-tional medicines).

, What do you understand by traditional knowledge? (Encourage community members to give examples).

, What do you think the expression ‘fair and equitable’ means? What is fair shar-ing? (Explore those concepts and gaps in the law).

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Activity 3Staging

After having thoroughly discussed and read the terms of ABS, all par-ticipants form a circle for this activity.

Here, community members are invited to reproduce a real sit-uation of a company arriving in the community to prospect a genetic resource associated to traditional knowledge. A person from the proj-ect team will play the role of the representative of the company, and another will be the moderator, who will follow the discussion and assist the community, should they have any doubts about the process.

The person playing the role of the businessman/researcher should act as a company who wishes to de-ceive the community, without guar-anteeing any of their rights. Options to be explored will be: to gain access by speaking to only one community member; attempting to avoid a meet-ing with the whole community; to try to convince community members that there was no access to traditional knowledge; to try to rush through pri-or consent in a difficult language; to not inform the community about the

access; to offer a very poor sharing of benefits to the community, etc.

The role of the moderator is to guide community members, where necessary, to areas of discus-sion to which they should pay close attention. If the company can get something from them that consti-tutes a less than ideal scenario, the moderator can intervene to show community members how they are being deceived.

In this case, the community should respond to the company/researcher without much help in order to gauge the level of under-standing of the process. During the staging, the steps that make up the process should be gone through with the community: prior consent, bioprospection, and contract.

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WORKSHOP 47

WORKSHOP 47

T his workshop is the time for communities to initiate agree-ments for the construction of

their protocol and to identify risks and local opportunities.

Activity 1Returning of the consultation document post–General Meeting 1

Results of the last return of the con-sultation document circulated among all family units after the General Meet-ing shall be presented to the commu-nities. This material should be exhibit-ed on banners that will be delivered to each region.

The aim of this activity is to give a chance to the leaders and rep-resentatives present to get to know the discussions taking place with communities over the last months. There should be room for debate and considerations.

Activity 2agreements and priorities

After discussing the consultation docu-ment post-General Meeting, the com-munities present should identify the questions present on that document that should be on the final protocol document and which questions should be part of an attachment.

After identifying those ques-tions, the communities should try to unify their responses as much as possible, still allowing space for dis-cussions that will arise during the 2nd General Meeting (Encontrão II).

The results of those final agree-ments should be kept by the project team as they will be presented during the 2nd General Meeting.

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Activity 3Risks and Opportunities

As a plenary group, participants dis-cuss the risks and opportunities of the creation of a Community Protocol. A list should be put up on a poster.

This information shall form part of the II General Meeting.

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2ND GENERAL MEETING8

2ND GENERAL MEETING8

T he II General Meeting once again gathers all the commu-nities involved for a finalisation

of agreements for the construction of the community protocol, which brings this methodology’s series of activities to a close.

ACTIVITY 1Presentation of decisions made in Workshop 4

, Discussions which took place during workshop 4 about the systematisation of consultation documents should be presented to the entire group with the aim of visualising the region as a whole.

, The material on risks and opportuni-ties generated during workshop 4 and priorities for inclusion in the Protocol should also be presented.

Once this information has been shared with the entire group, partici-pants of the II General Meeting should debate what should be included in the Community Protocol. A moderator will be required in order to facilitate agree-ments, with another person responsible for writing down information on a poster.

ACTIVITY 2ABS in the protocol

Once agreements have been reached with the material from workshop 4, the community should consider add-ing to its protocol information related to ABS, as a way of guaranteeing their rights in the discussion. The following text is a suggestion for the communi-ty, based on activities of the 3rd round of workshops. This text should be dis-cussed and adapted if necessary. It is important that it should reflect current national and international legislation on access and benefit sharing.

ABS TEXT – suggestion for the ProtocolConsidering current Brazilian legis-lation on access to genetic resources and associated traditional knowledge (MP 2.186/16), ILO 169, the Convention on Biological Diversity, and the Nagoya Protocol, we affirm that any access to genetic resources of our territory and/or associated traditional knowledge must respect and abide by the follow-ing decisions:

1. The Community Protocol Manage-ment Committee is the first point of

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contact for any external organisa-tion that wishes to access genetic resources and/or Associated Tra-ditional Knowledge;

2. Previous to any access it is nec-essary to initiate a dialogue with community members, with a view to getting their consent (Prior Con-sent). In order for this to happen, community members should all be informed about the project in its entirety, including what type of access will be carried out (Genetic Resources and/or Associated Tra-ditional Knowledge), as required by current Brazilian legislation;

3. Community members have the right to ask for further clarification about the project. There should not be a time limit for them to de-cide on the matter;

4. Consent by community members should be free, prior, and informed;

5. The Contract of Use and Benefit Sharing should be presented to community members, with the purpose of a negotiation between these people and the prospect-ing organ. The community un-derstands that it has the right to negotiate details of the contract, including values of the sharing of benefits, and may seek help from

other institutions, should it be deemed necessary.

All information on the poster should be organised and presented at the end of the third day to the ple-nary group, for approval.

Support

Institutional Partnership

Methodology for the construction

of Community Protocols

Community Protocols are internal rules created by the community. Such rules reflect their own traditional character, the manner

in which the community relates both to itself and externally, and also define certain procedures, criteria, and tools for territorial

management and the use of natural resources. This textbook describes the methodology for the construction of community

protocols developed by the GTA Network in the Bailique Archipelago, in the state of Amapá. We hope this model can be replicated in

other territories and become an instrument of empowerment for traditional peoples and communities.

Workshop Series and Meetings