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English
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I am here as the son of a small nation, the Krenak Indian Nation. We live in the valley of the Rio Doce, which is the frontier of Espirito Santo with the State of Minas Getsis. We are a micro-country – a micro-nation.
When the government took our land in the valley of Rio Doce, they wanted to give us another place somewhere else. But the State, the government will never understand that we do not have another place to go.
The only possible place for the Krenak people to live and to re-establish our existence, to speak to our Gods, to speak to our nature, to weave our lives is where our God created us. It is useless for the government to put us in a very beautiful place, in a very good place with a lot of hunting and a lot of fish. The Krenak people, we continue dying and we die insisting that there is only one place for us to live.
My heart does not become happy to see humanity's incapacity. I have no pleasure at all to come here and make these statements. We can no longer see the planet that we live upon .as if it were a chess-board where people just move things around. We cannot consider the planet as something isolated from the cosmic,
We are not idiots to believe that there is possibility of life for us outside of where the origin of our life is. Respect our place of living, do not degrade our living condition. respect this life. We have no arms to cause pressure, the only thing we have is the right to cry for our dignity and the need to live in our land.
Ailton Krenak
Coordinator of Indian Nations Union
WCED Public Hearing
Sao Paulo, 28-29 Oct 1985
special interest groups. Adult education, on-the-job training, television, and other less formal methods must be used to reach out to as wide a group of individuals as possible, as environmental issues and knowledge systems now change radically in the space of a lifetime.
69. A critical point of intervention is during teacher training. The attitudes of teachers will be key in increasing understanding of the environment and its links with development. To enhance the awareness and capabilities of teachers in this area, multilateral and bilateral agencies must provide support for the relevant curriculum development in teacher training institutions, for the preparation of teaching aids, and for other similar activities. Global awareness could be fostered by encouraging contacts among teachers from different countries, for instance in specialized centres set up for this purpose.
3.3 Empowering Vulnerable Groups
70. The processes of development generally lead to the gradual integration of local communities into a larger social and
