San Juan de Lurigancho faces a long-standing deficit of green areas, offering only 1.9–2.5 m² of green space per inhabitant—far below the WHO standard of 10 m². Moreover, many existing areas do not fulfill meaningful social or ecological functions, as they tend to emerge as self-managed spaces without sustained municipal support. This is reflected in community gardens, small urban plots, or fenced and deteriorated areas. The main issues identified include inefficient use of space due to the lack of equipment, shade, vegetation, and maintenance; limited social appropriation, especially among young people and students; weak connections between schools, the community, and local government; insufficient self-management structures; and a persistent perception of insecurity in poorly maintained zones.
Despite these challenges, the area shows significant potential. The community garden Sembrando Vida is supported by committed neighbors, while the Fe y Alegría No. 32 school counts on motivated teachers, flexible educational spaces, and previous experiences in watering, planting, and caring for vegetation. Building on this context, the project Living Cities aims to transform underutilized spaces into socioecological nodes that integrate environmental education, biodiversity, and community cooperation through a practical and sustainable approach. The goal is to strengthen and consolidate what already exists, rather than imposing external interventions disconnected from local realities.
The project draws inspiration from Leonardo da Vinci’s idea that “one cannot love what one does not know, nor defend what one does not love.” Guided by this principle, the project is structured through four complementary axes: urban gardens, waste segregation and composting, nature-based solutions, and urban fauna. Together, these components create a learning process that builds durable relationships between people and their environment, rather than temporary awareness.
Workshops emphasize capacity-building, participatory diagnosis, and equitable knowledge exchange. Instead of relying on a traditional “instructor,” the project works through facilitators who accompany, support, and encourage decision-making led by community members and students. The use of iNaturalist strengthens this educational approach by enabling species recording, biodiversity identification, and technological engagement with the local environment.
The urban fauna axis expands environmental education through a dedicated biodiversity-monitoring initiative focused on San Juan de Lurigancho, with a primary information-generation area in the Mangomarca hills. Students from Fe y Alegría No. 32 become active observers of the wildlife that lives alongside them. iNaturalist will serve as a long-term database of species records and observations, allowing students to track local animals, understand their ecological roles, and reflect on human–fauna coexistence. The goal is to revalue urban fauna and promote awareness of shared urban ecosystems.
The final outputs of this axis will be materials designed to remain within the school. These include simplified species guides or booklets stored in the school library to ensure long-term access; a “journalistic report” activity where students simulate a newsroom to present species findings in the format of an informative bulletin; and an “Adopt a Species” initiative in which each student follows and documents a species through iNaturalist—not in a captive sense, but as an epistemological exercise to strengthen curiosity, observation, and scientific interpretation.
To embed the project within the school structure, curricular mapping will be carried out—especially targeting the Science and Technology course—to coordinate with teachers, diffuse materials, and align activities with learning objectives. This ensures continuity even after the project formally concludes.
The initiative is supported by a wide network of collaborators. Local residents play a central role, as they know the space best, maintain it daily, and ensure that activities do not remain one-off interventions. Their continuous involvement in watering, cleaning, monitoring, and workshops enhances long-term care and reinforces territorial belonging. Educational institutions, such as Fe y Alegría No. 32, expand this impact by incorporating project activities into the school curriculum, linking classroom learning with real-world environmental experiences. Private organizations and volunteer groups further enrich the project: Ficus Perú provides native seedlings and ecological restoration expertise, while Techo Perú contributes volunteer groups for murals, signage, cleaning, and other improvement activities. The Municipality of San Juan de Lurigancho adds institutional legitimacy through permits, basic tools, and logistical support, ensuring alignment with district policies on green spaces and citizen participation. The Academic Office for Social Responsibility (DARS PUCP) strengthens the initiative through methodological guidance, documentation, and visibility within the academic community.
In the medium term, the sustainability of Living Cities relies on embedding these practices within the community and the school. Environmental committees will oversee watering, maintenance, and coordination, while teachers will integrate project activities into courses such as science, personal development, or tutoring. Continuous use of iNaturalist will allow biodiversity monitoring without additional costs. Planting native species will reduce water needs and make maintenance easier. A quarterly maintenance plan will be created and updated by the respective committees. Since the project is low-cost, it can be financed through raffles, fundraising activities, or school events, ensuring long-term continuity without requiring large external investments.
Through these combined elements, Living Cities strengthens ecological knowledge, enables community stewardship, and promotes a deeper appreciation for the shared ecosystems where students, neighbors, plants, and animals coexist.