Orellana is a small, sleepy town located along the Ucayali River in the Peruvian Amazon. Reaching it is part of the adventure—you can travel either by ship or by speedboat. While speedboats are faster, traveling by ship offers a more relaxed and immersive experience. The journey between Pucallpa and Orellana takes about two days by ship, but the slower pace allows you to truly take in your surroundings.

On board, life unfolds at its own rhythm. Passengers spend their time chatting, resting, or simply watching the river flow by. In the late afternoon, as dusk approaches, people often gather to share a beer and enjoy each other’s company. At the same time, nature begins its evening transition—colors soften, the light fades, and the forest comes alive in a different way as animals move in search of shelter.

With a bit of luck, you might even spot Amazonian pink dolphins gliding through the water, playfully riding the waves created by the passing boats. Moments like these turn the journey into something truly unforgettable.

In this region, rivers are the main arteries of life. With few or no highways connecting remote communities, river transport remains the most important way to travel, linking people, places, and livelihoods across the vast Amazon landscape.

Between Pucallpa and Orellana lies Contamana, a small yet important river town along the Ucayali River. Traveling from Contamana to Orellana is always an adventure for me—each journey feels familiar, yet never the same.

This particular trip began at midnight. A speedboat would take us to Orellana within a few hours, carrying us through the quiet darkness until sunrise. It was the perfect moment to look up and take in the night sky of the southern hemisphere. There, shining prominently, was Orion—so familiar in the northern hemisphere, now appearing here during its seasonal journey across the sky.

Equally unforgettable was the Southern Cross, a key constellation for orientation in these latitudes. I had imagined that those working in river navigation would know the stars intimately, much like European navigators once did. Curious, I considered asking the captain about them—though I hesitated, not wanting to seem out of place, searching the sky while others focused on the river.

When I finally did ask, the answer surprised me. There was no elaborate explanation about constellations. Instead, I discovered something far more fascinating: their knowledge of navigation came from a deep, practical understanding of the river itself. Even without GPS—unlike many larger Brazilian boats—the captain could read the subtle movements, colors, and shadows of the water. Despite the dim light of a weak moon, he could describe in detail what lay beneath the surface and how the flow of the river guided our path.

I found this intuitive navigation remarkable, especially in a place that is far from completely safe. It made me reflect on how, for years, I had traveled these routes without questioning the risks. For a moment, that realization unsettled me. Yet watching the captain at work, confident and precise, restored a sense of trust. He knew exactly what he was doing—and that made all the difference.

Orellana itself is a small town, with around 2,000 houses. Most are built using materials sourced from the surrounding region, blending naturally into the lush Amazonian landscape. Wooden structures stand among the trees, forming a quiet settlement shaped by the rhythms of the river and the forest.

The town exists in a constant state of change, shaped by shifting economic and social realities. In earlier years, it was known as a place for the extraction of coca leaves and as a refuge for drug traffickers. Over time, the presence of the military brought a greater sense of security, and the area gradually transitioned into a base for tropical timber extraction. Both sectors, however, have long existed in a complex space between legal and illegal activity.

Coca cultivation in Peru is not inherently illegal. Farmers are allowed to grow coca leaves if they are registered with an official association that regulates production and trade. In this system, farmers are required to sell their harvest exclusively to the cooperative, which sets fixed prices—often significantly lower than those offered on the illegal market. Additionally, cultivation is restricted to a limited area per farmer. These constraints create a difficult balance between legality and economic survival.

At the same time, coca is deeply embedded in Peruvian culture, especially in the Andean regions. Its use dates back to Inca traditions, where coca leaves were—and still are—used in rituals to bless the beginning or end of important events. Today, coca is also found in a variety of legal products, such as flour for cereals, teas, sweets, and even ice cream.

Efforts to promote alternative, legal crops have been supported by international cooperation programs, including initiatives involving USAID and the German government. These programs aim to provide farmers with viable economic options beyond coca cultivation. However, the transition is slow and challenging. Legal crops often fetch low prices in local markets, offering limited financial incentive. Meanwhile, strict penalties for illegal coca processing or trade act as a strong deterrent.

Caught between tradition, economic necessity, and regulation, farmers must navigate a complex landscape—one that reflects the broader tensions and transformations shaping life in the Amazon region.

Transport along the Ucayali River is generally considered safe, and most journeys take place without incident. However, in certain stretches, security remains a concern due to the historical presence of river pirates. Police protection is typically limited to larger cities such as Pucallpa and Iquitos, leaving smaller routes less monitored. These pirate groups have usually targeted the transport operators’ earnings rather than passengers, and reports in recent years suggest that such incidents have become far less frequent. Even so, many private boats continue to carry onboard security as a precaution.

The town itself stretches along the riverbank from north to south, closely following the flow of the Ucayali. At sunrise, the first light illuminates the riverside homes, while in the late afternoon the houses cast long shadows over the promenade, bringing a welcome coolness and a renewed liveliness to daily life. The river is not just a route for transport—it is a central element of the landscape and an essential part of everyday life for the people who live there.

Life begins early. By dawn, the local market is already active, usually closing by around nine in the morning. It operates informally, with vendors offering products gathered from the river and the surrounding. Fresh fruits, vegetables, and homemade foods are laid out on simple tables. While the sale of Amazonian wildlife has become less common, it has not disappeared entirely. Despite growing awareness and gradual changes in consumption habits, there remains a cultural preference among some residents for traditional sources of protein from the forest.

These daily rhythms—shaped by the river, the forest, and the people—reflect a way of life that is both deeply rooted in tradition and slowly adapting to change.

The local economy is driven primarily by fishing in natural river lagoons, timber extraction, and small-scale entrepreneurship, while the service sector is gradually gaining importance. These activities reflect both the natural wealth of the region and the community’s ongoing efforts to diversify its sources of income.

After work, daily life shifts toward the social spaces of the town. People of all ages gather at the plaza de armas, the central square, to relax and spend time together. It becomes a meeting point where conversations flow easily and the pace of the day slows down. Small vendors take advantage of this lively atmosphere, offering homemade dishes and fresh Amazonian fruits.

At the heart of the afternoon’s energy is the volleyball court. Alongside football, volleyball is one of the most passionately played sports in the town. Games often draw groups of spectators, turning simple matches into social events filled with laughter, competition, and a strong sense of community.

In many cases, regardless of the condition of the ground, people simply close off parts of the street to create space for play. When a motorcycle passes by, the game pauses briefly, then continues as if nothing happened. It’s a natural rhythm—flexible and shared.

Playing near the promenade comes with its own challenges. A powerful hit can easily send the ball flying straight into the river. With the strong current of the Ucayali, the ball may drift several kilometers downstream before it can be recovered. Retrieving it often requires skill in paddling and swimming, turning a simple game into an interaction with the forces of nature.

In this way, even leisure becomes a kind of dialogue with the environment—a game not only among people, but with the river itself.

The school is situated at the shore of the Ucayali River in the Amazon region of Peru. It has barely around 400 pupils and around 20 teachers. This primary school follows the Peruvian education system teaching from grade first until sixth. Children are every day spectating from what the daily class is to be. The school share the day in work shifts. The first three grades assist to school in the morning form 7:30 until 12:30 and the fourth, fifth and sixth grade from 13:00 until 17:00. The school is two-handed school and if parents are collaborating with firewood and willing to participate cooking, there is breakfast and lunch every day, to make sure that education is not being affected by low nutrition. Every Monday and Friday morning the Peruvian flag is hoisted in the schoolyard, here is also a time where the memory to important people of the Peruvian history is honored. A really old tradition, that in this times brings contradictions specially when Peru is tackling corruption at the government.

Children go to school compulsorily. Teachers live in a way that they have to follow the governmental lines to teach at schools and to be updated with tests every year. These tests are supposed to assure the working place as a requisite for future contracts to work at any school. In any case, this kind of regulation for quality of education is facing its critics local and in the media. Then tests are strictly academic and little have to do with pedagogic matters. On the other hand teachers are very much updated with new regulations of education offices. But this indeed is facing its skepticism around teachers trying to work with the new curricula and being faced with an ever changing regulation of curricula.

At the primary school go children from class one until class six. The secondary school is next level where children get education until class 11. Further education get youngsters at the so called „institute“ or get a year for preparation for university.

Children get along with education system. Although the basics settings to assist school is not always being handled, there is a extrem will of children to learn and socialize their insights. These basics settings such as meals and an appropriated day home for schoolchildren in the afternoon are facing its difficulties or it is not even existing. In contrast children have much more time for participation for what it is happening in town. Just to mention Solstice celebration in which children and youngsters participate with traditional dancing and sport activities, the school anniversary invites them for plenty of activities in which children get to be engaged in town. Thus also discovering and developing their own abilities outside school.

So, in that way, education for children is almost carried not only from schools but the environment in which children grow up seems to be more informal and consequently requires the participation of the community at this region of the amazon.

From here I would like to thanks the school director Prof. Jacob Ramirez and the class teachers at the school for their collaboration and accessing to the school children for teaching and learning from each other.

After traveling from Berlin to Lima via Madrid, the journey was still far from over. The flight from Lima to Pucallpa was quiet, almost uneventful. Yet simply being surrounded by people from my own country again brought a familiar reminder of where I come from.

The first task upon arrival was to buy materials needed for working with the pupils at the school. In doing so, I quickly realized that many practical considerations had to be taken into account once again. It was necessary to stay attentive with personal belongings to avoid pickpockets, to be cautious when using ATMs, and to adapt to local routines and schedules.

One of the most noticeable differences was the rhythm of the day. At midday, most offices and shops close for a two-hour break for lunch and rest. This pause structures daily life and reflects a different pace—one that requires adjustment when coming from a more continuous urban environment like Berlin.

On my way to Orellana, I took a small ship to travel along the river, simply to enjoy the beauty of nature and its surroundings.

I stopped in the city of Contamana, another town along the route before reaching Orellana. I spent two days there. During this time, the teachers were attending a workshop on the new curriculum, and I was very eager to gain new insights into the topic.

To be continued…

There is a complement after all efforts being involved in this noble actions in our home countries. After a weekend of networking with professionals living in Germany and being the main actors of their own project, there’re loads of expectations growing in every activity. A weekend seminar organized bei CIM as a preparation stage, would just increase the confidence in our purpose or maybe for questioning, readjust our objectives and to take into account possible challenges we probably face at the study place. At the same time I´m just having a look with an eye the reality Peru is facing.

At the end of Mai, 2019 was an earthquake in the amazon region of Peru. It shake literally not only houses standing and people in the surroundings but also the purpose of my work. Some challenges are not foreseen and we’re aware of it. And reminds me the wise words of the moderator “ Meanwhile you concentrate in your projects, the world moves around it“. Well, projects are not static, though! if we find something static then it is time to manage it. Please, not by delegation. You would never be sure is there is something going to move. Luckily the earthquake did not leave anything to regret, besides the fear of its mighty.

Just reacting to the situation in my country, I can figure out children expecting that the expertise would give them a little portion of hope to rich a future of wellbeing and being able to become a responsible person to cope with this ever changing world. For this I nearly feel not getting in touch too much with their topic and getting involve into the school in those three weeks activity. This short period of time also raised expectation on my cooperation partner. In any case, the month of July is focused to search our future vision of the primary school 64261 in Orellana, and the main stream of what the school is searching for to enhance education in young generation. And before I continue with the purpose I would like to take you through some facts of the region.

The school 64261 in Orellana has around 300 pupils. As a public school is being supported by the Ministry of Education and the alignments are also given, trough regional offices, by the central Peruvian Government. Children have to visit a pre school at the age of five and at the age of six begins primary school until class six. Orellana is a town belonging to the department of Loreto. And according to the last national Census the estimated population in Loreto is around 891, 732 in which 65,4% people are living in urban areas and 34,6% of the total population in rural areas. Young population until the age of 15 increased in the last decades, and represent 38,6% of the population in this department (INEI, 2007). This reflect the population structure of this region looking much more as a Christmas tree. Having a strong basis from young people and a small representation of elder population. And of course almost equally represented by men and women.

For more information about Peru I would really recommend to visit: https://acei-global.blog/2018/04/06/40-facts-on-peru-the-country-its-education-system/

Out of these facts, we find out that there’s a strong base of a future young generation who will contribute in many ways to this sustainable world. So here is the question raised what is the stream of education in Peru?. Looking back, after the Independence of Peru in 1821, the education system in Peru focused on the interest of European countries since its implementation as feudal-system lasted until the decade of the ´60s. In the last decades the vision of education changed and mostly was followed by radical events, from revolts as the military coup in 1968, or the economic crisis on 1990, establishing a neo-liberal education reform. Nowadays, Peru implemented an education system according the lines of Education for Sustainable development (ESD) as part of the Sustainable Development Goal 4 (SDG) „Quality of Education“. There´re still challenges to tackle, specially regarding the principles of ESD and being apart of focusing education only for economics purposes and rather to find the balance between economics, ecological and social issues.

Besides the perspective of the guidelines and purposes of this plan, a challenge teachers face is to be able to develop or even to adapt their own methodology, or their own classroom activities into class teaching. Decisions was very much paternalistic through out history and this seems not to change in a certain period of time specially in mind of generations who already accepted traditional education system. This accompanied with a strong patriotic feeling, just to tell every Sunday pupils have to participate to the traditional flag-raising ceremony wearing uniforms just like a a normal school day. No wonder when youth, specially by ending school, would loose interest for choosing higher education instead quickly enter as labor force into the market. Though, Peru would profit having more prepared professionals at main interfaces of the market.

Im very much convinced that efforts to introduce a more humanized education without having to loose the objectives and purposes requires actions that also can bring into an awareness of our own actions.