Revamping Bolivia's Educational Model
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ScribdTranslationsRevamping Bolivia's Educational Model
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ScribdTranslationsWORKSHOP ON UPDATING THE EDUCATIONAL MODEL
Productive Community Socioeconomic
Lidia Blanco Apaza
THEME 1:
REALITIES THAT THE EDUCATIONAL MODEL RESPONDS TO
It refers to the problems that have not been taken into account in the models.
previous educational systems that are necessary to understand in order to transform education:
These unresolved problems are:
Colonial and neocolonial condition of the Bolivian reality
Colonialism is the dominance that one nation has over another, and neocolonialism is
the colonial structuring of the world economy.
In education, colonialism is reflected in the hierarchy of knowledge that
supposedly universal and consider indigenous knowledge as
only local knowledge.
2. Condition of economic dependency
The economy also has to do with the colonial reality, where some countries
they have emerged economically through the impoverishment of others.
Education was focused only in the classroom, it did not connect to projects and policies.
economic, that is why the new model proposes a productive education.
3. Absence of valuation of the knowledge and wisdom of the peoples
indigenous people
In the entire history of Bolivia as a republic, only the ... has been valued.
knowledge from other contexts, considering the knowledge and values
indigenous people as 'primitive', beliefs and superstitions that people believed in
for their lack of education.
Some knowledge gained value as folklore, but the knowledge
scientific continues to be the only one that has value. It is necessary in education a
dialogic and complementary learning between both knowledges, without that
hierarchy that now characterizes them.
4. Cognitive and uprooted education
Education was only tasked with transmitting information, it was never questioned.
that education is an activity that transforms people.
The uprooted education only succeeds in making the educational process become
static and passive, focused only on the content no matter how repetitive it may be.
5. Plurinational State
To address these issues, the Plurinational State has been established.
that is oriented towards indigenous inclusion and the marginalized population, it is
oriented towards the construction of a new institutionality, serving the people,
based on the practice of sociocommunity values and principles.
THEME 2:
FUNDAMENTALS OF THE CURRICULUM
The foundations of the curriculum present novelty compared to other types of
curricular foundations arise from the Bolivian reality and not from theory.
1. Political-Ideological Foundation
Decolonization:
Decolonization is a process of transforming the colonial reality into the
economic, political, cultural, and educational spheres.
In education, decolonization seeks to incorporate knowledge and
indigenous knowledge and establish that education be multilingual in all
levels, in addition to promoting production, creation, and transformation according to
to the context and the problems that want to be solved.
2. Philosophical Foundation
Living Well:
Living Well is a criterion of life that seeks COMPLEMENTARITY and harmony.
of the human being with Mother Earth and the cosmos; where the human being feels
part of nature, recovering the indigenous wisdom that considers that being
Humans are part of the whole in a complementary and harmonious relationship.
3. Sociological foundation
Plural Condition:
The Bolivian reality presents great social and cultural diversity that have not been
recognized nor empowered. During the invasion, two towns were found with
different languages, culture, and worldviews; this generated a plurality with new
elements of life and visions of reality, giving rise to hierarchical systems.
The political process of change that we are experiencing seeks to transform the
colonial and hierarchical relations between cultures, peoples, and nations that
they constitute Bolivia, which is why this process is called 'construction of a State'
Plurinational
criteria such as intraculturality, interculturality, and decolonization.
4. Epistemological foundation
Epistemological Pluralism:
There are various knowledges and understandings in different cultures, currently the
scientific knowledge is the dominant one, in the educational process, there are others
forms of knowledge and equally valid knowledge but does not have the same
parameters and requirements that science, even these knowledge and understandings of the
indigenous original communities propose alternatives to the negative consequences of
science, for example the destruction of nature that exists due to the
modern technology.
5. Psychopedagogical Foundation
Community Learning:
The new curriculum is based on community learning, whose core is
it is the community, education is not given in isolation from the community, but
it is articulated to it, in learning, the purpose and the participants of the
education.
A fundamental element is dialogue as a mode of learning, that is,
mutual relationship between subjects (teachers, students, community members), for
learn from experiences and enrich oneself from them.
THEME 3:
CURRICULUM BASES
The Educational model has four references developed in Bolivia and elsewhere.
Latin American countries that serve as a base.
Experience of Indigenous Nations and Original Peoples
Peasants
Education is expressed in the various forms of generation and transmission of
knowledges and skills, based on everyday life experience, the family, the
work space and the social organization where production and socialization of
knowledge is communal, where learning is not limited to a period of
teaching learning, because simply one learns and produces knowledge
throughout the course of life.
Indigenous Schools
At the end of the 19th century and the beginning of the 20th, without support, the indigenous people created schools.
clandestine efforts to learn to read and write were suppressed by the
latifundists.
In 1905, the government enacted a Law that established the creation of Schools.
Vendors for indigenous communities.
In 1920, Marcelino Llanqui, a traveling teacher, established two indigenous schools.
In Jesús de Machaca, in 1930, Leandro Nina Quispe heads 8 indigenous schools.
in different cantons of the La Paz department.
Indigenous schools fulfilled social functions such as: the reproduction of
community life, strengthening of identity through active learning,
reflective, creative and transformative.
2. Foundations that arise from the Ayllu school of Warisata
In 1931, the amauta Avelino Siñani and Professor Elizardo Pérez founded the 'School'
The Ayllu of Warisata together with the community proposed the creation of a
liberating and productive educational model that proposed the redemption of the Indian over
the base of 4 pillars: classroom, workshop, farm, and ulaka.
Warisata constitutes the most important experience in the creation of an education
that arises from American cultures and communities, the proposal is
oriented towards activities of life, work, and production.
I was not interested in the development of formal school programs but rather
it guided the production, it was a SCHOOL OF LIFE, the teaching was
natural, to learn the language of plants, of the wind, of the clouds, of the insects,
of the river, of the stars, of life. It was a school of communal coexistence, under
the referents of the Andean world.
The foundations and references that Warisata left us are:
Rebuild the community values of the ayllu, promoting a school.
productive
Training and artisanal production
Strengthen the cultural identity of children, adolescents, young people, and adults.
Adjust the school calendar to agricultural activities
Practice mutual and cooperative aid
Ensure the comprehensive growth of the community
Promote the connection between the school and the community to strengthen the
learn by producing
Nutrition and hygiene as the basis of mental development
3. Historical-Cultural Theory of Vygotsky
People learn in interaction with others, mediated by culture.
social relationships and culture are the sources that give rise to learning, therefore
that people are the result of social construction.
Cognitive learning is built primarily from social learning to
then move on to individual learning.
4. The experience of liberating popular education in Latin America
Paulo Freire, Brazilian lawyer, develops a literacy experience in
Brazil and then in Chile, which serves him as experience to formulate his proposal
expressed in two books: Education as Liberating Practice and the Pedagogy of
oppressed.
The Pedagogy of the Oppressed defines education as an intentional process that
it serves for the exploited to talk about their reality and 'have a voice'
The Popular Education movement considers education as an action
ethical-political-pedagogical that, from social movements, seeks the
transformation and social, economic and political change.
THEME 4:
CURRICULUM APPROACHES
They are the visions that structure all the elements of the new education law.
Decolonizing approach:
The approach is decolonizing because education must have an orientation.
political-ideological to transform the colonial condition of the Bolivian reality, is
to say that a decolonizing approach must be taken on the issues that are going to be
treaties.
This approach serves them for the generation of relevant education,
transformative that is oriented towards producing a reality of coexistence among the
peoples and nations that make up the Plurinational State of Bolivia.
2. Integral and holistic approach:
It means how we develop an education with a unified sense and not fragmented.
The integral sense relates to the idea that the development of an educational process takes
consider the educational dimensions in being, knowing, doing, and deciding.
The holistic sense refers to the idea that education must be in coexistence or
harmony with Mother Earth, spirituality, and the cosmos.
3. Community approach (mode of learning):
Education must come closer to life, the isolation of the school must be broken
and open up to a cultural experience and to the needs and issues of the
context. The educational process ceases to be an activity developed solely
in the classroom, to be a set of activities developed in many spaces
educational with the participation of community members.
4. Productive approach:
The productive approach suggests that education should be aimed at producing changes.
in reality, acquiring an active sense, making education useful, is
to say it should have a practical sense so that what has been learned does not remain just words
dead, but has a concrete and relevant use in life.
Productive education allows education to transcend and materialize in the
capacity to produce valuable things, works, and processes for the community.
Common questions
Powered by AIThe Bolivian educational model's sociological foundation aims to empower the country's social and cultural plurality by emphasizing intraculturality, interculturality, and decolonization. It addresses the hierarchy that arose from colonial encounters by promoting mutual respect and interaction between diverse cultures, peoples, and nations within Bolivia. This aims to transform existing social structures into a system that respects and integrates diverse cultural contributions on an equal footing .
The Bolivian educational model integrates indigenous educational practices by valuing indigenous knowledge systems and socio-cultural frameworks. This integration leads to a curriculum that reflects local traditions and values in its content and methodology, promoting culturally responsive pedagogy. The impact on students includes increased engagement, identity strengthening, and empowerment. For communities, it fosters respect for traditional practices, encourages participation in educational processes, and enhances overall community cohesion by bridging generational gaps and embedding education within the socio-cultural fabric of the community .
The concept of 'Living Well' functions as a philosophical foundation for the Bolivian educational model by aiming for a harmonious and complementary relationship between humans and nature. It seeks to recover indigenous wisdom that views humans as part of a larger, interconnected cosmos. This philosophy advocates for the coexistence and respect for natural laws and community values, steering education towards sustainability and community integration .
Vygotsky's historical-cultural theory has significantly influenced Bolivian educational reforms by emphasizing the social construction of knowledge and the importance of cultural mediation in learning. Elements integrated from this theory include the centrality of social interaction in cognitive development and the recognition that learning occurs in conjunction with others within a community context. These ideas align with Bolivia's focus on communal and dialogic learning, where education is a collaborative process that draws from cultural and social dynamics, thus fostering richer educational outcomes that are culturally relevant and community-oriented .
Community learning is central to the new Bolivian educational curriculum, emphasizing that education should not occur in isolation but instead be integrated with the community. It is implemented through a dialogic method, encouraging mutual learning between students, teachers, and community members. The curriculum incorporates learning from real-life community experiences, aligning educational objectives with the community's needs and everyday practices, thereby enriching the educational process and ensuring it is relevant and transformative .
The Bolivian educational model seeks to address colonial and neocolonial conditions by emphasizing decolonization in its curriculum. This involves incorporating indigenous knowledge and promoting a multilingual educational environment. Education is meant to be a tool for economic, political, cultural, and educational transformation, thus integrating local and indigenous wisdom alongside scientific knowledge through a process of dialogue-based learning .
The integrative and holistic approach in Bolivia's educational reforms is designed to create a comprehensive learning experience that connects educational practices with cultural, spiritual, and environmental understanding. By addressing all dimensions of human existence—"being, knowing, doing, and deciding"—this approach seeks to foster a more rounded development. It enhances the educational experience by ensuring that the curriculum is relevant and contextualized, promoting sustainability and a deeper connection with Mother Earth and the cosmos, thus preparing students not just academically but also culturally and environmentally .
The productive approach in Bolivia's educational framework comprises elements focused on practical application of knowledge, community involvement, and real-world problem-solving. By aligning educational practices with community and economic needs, this approach helps students develop skills that are directly applicable to improving their communities and livelihoods. It contributes to societal goals by promoting economic self-sufficiency, enhancing community well-being, and ensuring that education translates into tangible benefits, such as local development projects and sustainable community-based initiatives, thereby fostering a more resilient and self-reliant society .
The decolonizing approach of the contemporary Bolivian educational system aims to dismantle colonial legacies by fostering a transformative learning environment that acknowledges and integrates indigenous knowledge and values. Its goals are to create an educational space that respects multi-lingualism and cultural diversity, thereby nurturing a socially equitable society. Implications of this approach include the facilitation of a more inclusive national identity, the promotion of social justice in educational content and policy, and the encouragement of active participation from traditionally marginalized communities, fostering a more harmonious coexistence within the Plurinational State of Bolivia .
The Ayllu School of Warisata significantly influenced the Bolivian educational model by advocating a liberating and productive learning environment focused on community engagement. Founded in 1931, it shifted away from formal schooling to a model grounded in life's practical activities, including agriculture, craftsmanship, and cultural identity. This model set a precedent for integrating education with community needs, emphasizing the importance of cooperative work, cultural identity, and adapting the school calendar to agricultural cycles, thereby providing a framework for the practical and cultural integration seen in today's educational approach .