©Copyright 2012 Elda Miriam Aldasoro Maya Documenting and Contextualizing Pjiekakjoo (Tlahuica) Knowledges though a Collaborative Research Project Elda Miriam Aldasoro Maya A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Washington 2012 Reading Committee: Eugene Hunn, Chair Stevan Harrell Aaron J. Pollack Program Authorized to Offer Degree: Anthropology University of Washington Abstract Documenting and Contextualizing Pjiekakjoo Knowledge through a Collaborative Research Project Elda Miriam Aldasoro Maya Chair of the Supervisory Committee Emeritus Professor Eugene Hunn University of Washington The Pjiekakjoo (Tlahuica) people and their culture have managed to adapt to the globalized world. They have developed a deep knowledge-practice-belief system (Traditional Environmental Knowledge (TEK) or Contemporary Indigenous Knowledges (CIK)) that is part of the biocultural diversity of the region in which they live. This dissertation describes the economic, social and political context of the Pjiekakjoo, to contextualize the Pjiekakjoo CIK, including information on their land tenure struggles, their fight against illegal logging and the policies governing the Zempoala Lagoons National Park that is part of their territory. The collaborative research on which this dissertation draws, based on a dialogue of knowledges and heavily influenced by the ideas of Paolo Freire, fully recognized Indigenous people as subjects. Through participant observation, interviews and workshops we documented the names, uses, myth, beliefs and stories that the Pjiekakjoo people give to an extensive variety of organisms: mushrooms, invertebrates, vertebrates and the most important useful plants. Basic knowledge about the milpa and corn was also documented. Through the analysis of the information gathered it is clear that the relation of the Pjiekakjoo with other living beings is far from solely utilitarian in nature. My initial assumption that scientists documenting TEK/CIK should work for their full recognition as valid knowledge systems that are essential for the redefinition of public policies and development projects, as well as the reinforcement of Common Property Systems, was reaffirmed through the research undertaken. I also concluded that ethnobiological research should more actively address the dynamics of CIK and its intracultural diversity related to variables such as gender, age and schooling, inter-ethnic relations and the migratory experience. I was found that due to migration TEK is locally based but not locally attached, as at least some concepts may be used in transnational settings. This dissertation is a translational work that draws on the New Rationality proposed by Boaventura De Sousa Santos that appeals for cognitive justice. Pjiekakjoo knowledges represent an immense living cultural heritage that should be documented and contextualized through the active and empowered action of the Pjiekakjoo people with support of academicians. Table of Contents Table of Contents ............................................................................................................................ i List of Figures .................................................................................................................................... ii List of Tables ..................................................................................................................................... iv I. Introduction .................................................................................................................................. 1 II. Ethnobiological research, for what and for whom? ...................................................... 11 III. The Pjiekakjoo People and their locale ............................................................................ 57 IV. Land struggles a National Park and Communitarian Ecotourism .......................... 116 V. An introduction to Biocultural Diversity and Traditional ............................................. 151 VI.The Pjiekakjoo Knowledges about the forest (El monte) ........................................... 170 VII. Variability in TEK, Education and Migration ................................................................. 248 VIII. Culture and the Conservation and ............................................................................... 287 IX. General Conclusions ........................................................................................................... 323 List of References ....................................................................................................................... 333 Appendix I Agreement ............................................................................................................. 350 Appendix II. People involved in the Project ....................................................................... 352 Appendix III. Organism used in the quantitative interviews ........................................... 353 Appendix V. Decree of the Zempoala Lagoons National Park ................................... 355 Appendix VI. Tepetongo´s Leyend ....................................................................................... 357 Appendix VII. Categories of Risk for Native Mexican species according to the Official Mexican Norm (Nom 059) ............................................................................ 358 Appendix VIII. Edible Plants ..................................................................................................... 359 Appendix IX. Medicinal Plants ................................................................................................ 360 Appendix X. Ornamental Plants ............................................................................................ 362 Appendix XI. Toral number of taxa, species names and in Pjiekakjoo and Spanish ........................................................................................................ 363 i List of Figures Figure Page Figure 1. The Teponaztle and the People in the Fifth Sun Festival. 4 Figure 2. Tonatiahua Lagoon. 6 Figure 3. Catalina asking Dña Paula. 18 Figure 4. Me and my daughter with delegados and elders. 20 Figure 5. The elders paying attention. 25 Figure 6. Catalina comparing lists of vocabulary. 30 Figure 7. Christian and Xavier showing the mushrooms. 33 Figure 8. Angel with his mushroom with the labels of their names in Pjiekakjoo. 33 Figure 9. Brenda videotaping the workshop and the children working. 48 Figure 10. The author reviewing the final list of names of mushrooms. 48 Figure 11. Benito Ruperto in one of the workshops he attended. 49 Figure 12. Children drawing and writing down the names of animals in Pjiekakjoo. 49 Figure 13. Angel asking his grandmother Dña Julia some mushrooms names. 51 Figure 14. The new delegación where the last workshops were held. 51 Figure 15. The banner made with the partial results of the project. 53 Figure 16. The author explaining to the kids a crossword. 53 Figure 17. A photographic exposition I did in the patronal party in January 2008. 56 Figure 18. Map of the Localization of the Pjiekakjoo (Tlahuica) Communities. 58 Figure 19. The second anniversary of la Delegación Indígena Tlahuica de Teocalcingo. 63 Figure 20. Celebration in the main square of San Juan Atzingo. 66 Figure 21. The Kios and the main square. 66 Figure 22. Panoramic view of Teocalcingo. 67 Figure 23 . Copy of the original Teponaztle at the Church of San Juan Atzingo. 77 Figure 24. Teponaztle with Cempasuchil flowers. 77 Figure 25 . Example of a contento. 86 Figure 26. Christopher´s Baptism. The Godmother getting him dressed. 89 Figure 27. Godparents and parents with the child at the church. 89 Figure 28. Emmanuel and Lupita´s weeding (May 2011). 90 Figure 29. The Blessing of the seeds. 91 Figure 30. The church of San Juan Atzingo. 91 Figure 31. San Juan Bosco´s celebration. 92 Figure 32. San Juan Bosco´s celebration. 92 Figure 33. Mojiganga in San Juan Atzingo. 2010. 93 Figure 34. Mojiganga in San Juan Atzingo. 2010. 93 Figure 35. Dña Lina holding a Tejamanil (see footnote 28). 93 Figure 36. Easter Sunday at La Loma de Teocalcingo (April 2011). 94 Figure 37. Easter Sunday at La Loma de Teocalcingo (April 2011). 94 Figure 38. Day of the Holy Cross at the top of Zempoala (May 2007). 94 Figure 39. Baskets with cempasúchil flowers for the San Lucas´s celebration. 95 Figure 40. The Blessing of the livestock. 95 Figure 41. The celebration of San Lucas at Nativitas (October 2007). 96 Figure 42. Pericón cross (Tagetes lucida), hung on the day of San Miguel Archangel. 96 Figure 43. The Day of the Dead celebration at La Loma de Teocalcingo. 98 Figure 44. The Day of the Dead celebration at La Loma de Teocalcingo. 98 Figure 45. The Fifth Sun Festival. 99 Figure 46. The Fifth Sun Festival. 99 ii Figure 47. Graduation day at the Kindergarten (July 2011). 100 Figure 48. Graduation day at the Primary school (July 2010). 100 Figure 49. Parades at San Juan Atzingo on the Day of the Revolution. 101 Figure 50. “El Grito”, on Independence day. 101 Figure 51. Arrieros. 102 Figure 52. Chinelos. 102 Figure 53. Concheros. 102 Figure 54. Little chinelos. 102 Figure 55. Map of the Pjiekakjoo communities in Mexico and the U.S. 114 Figure 56. Map of Zempoala Lakes National Park in the COBIOCH. 132 Figure 57. View from the Tonatiahua Lake. 133 Figure 58. One of the cabins that was burnt next to Tonatiahua Lake. 134 Figure 59. Tonatiahua Lake. 144 Figure