Browsing by Autor "Mario Yapu"

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Decentralization, Local Powers and Social Participation in Education in Bolivia: The Cases of Tarabuco and La Paz (1997-2003)
(Arizona State University, 2007) Mario Yapu
Since the Declaration of ministers of education of iberoamerican countries held in Santa Fe de Bogotá, November 4-6, 1992, the decentralization of education has been a recurrent subject of educational reforms in Latin American countries, where in some of them the experiences of decentralization have preceded said Declaration while in others they have followed it. The educational reforms that have come about within the last years associate the decentralization of education with social participation and improvements in the quality of education, among other subjects. This article discusses these topics, questioning what type of decentralization would be effective in Bolivia, which would be the characteristics of social participation and how it is affecting the quality of education. The analysis is done using a micropolitical approach and its emphasis is on the social practices of the actors (i.e., local authorities, teachers and parents), grounding its methodology in two case studies: La Paz and Tarabuco (Bolivia). It is suggested that policies of education decentralization and theoretical social sciences approaches have not been successful in explaining the phenomenon of social relations of power at the local level that affects the nature of any decentralization process, because at the core of State power there is a hegemonic dominance of the managerial approach and a vision of education that is essentially bureaucratic.
DESAFÍOS DE LA EDUCACIÓN TÉCNICA Y PROFESIONAL Y POLÍTICA EDUCATIVA EN BOLIVIA
(Universidad Internacional de La Rioja, 2015) Mario Yapu
La educación técnica y profesional es históricamente el sector educativo\n\t\t\t\t más descuidado en Bolivia. Si bien se ha integrado como parte de las políticas, como\n\t\t\t\t sucede en otros países, ocupa un lugar marginal y está destinada a poblaciones de bajos\n\t\t\t\t ingresos. La última reforma educativa de 2010 ha hecho hincapié en fortalecer este tipo\n\t\t\t\t de educación en el nuevo contexto político e ideológico. Este artículo analiza algunos\n\t\t\t\t hitos históricos y enfatiza la implicación conceptual de la educación y formación técnica,\n\t\t\t\t con el fin de discutir los desafíos de la educación socio-comunitaria y productiva de\n\t\t\t\t la actual reforma ante un sistema laboral disperso.
Jóvenes universitarios, nuevas tecnologías y desigualdad
(2021) Mario Yapu; Edgar Apaza O.
La calidad y la evaluación a la luz de la nueva política educativa boliviana
(Organization of Ibero-American States, 2010) Mario Yapu
La calidad de la educación y la evaluación presentan una situación paradójica en Bolivia. Durante la reforma educativa de los años noventa no existió demasiada discusión sobre la calidad, que se aplicó en su versión técnica como recogida de información para las políticas educativas, y quizás por eso se asimiló a la evaluación y a la medición de indicadores de resultados escolares. Con el actual gobierno del Movimiento al Socialismo (mas), desde el año 2006, el concepto de calidad fue prácticamente descartado del léxico educativo y la evaluación no pudo tampoco avanzar. Sin embargo, en estos últimos años, con la introducción del concepto de «vivir bien» como base de las políticas sociales se abren nuevos desafíos para la educación boliviana. En ese contexto se discuten la calidad y la evaluación tratando de abrir nuevos horizontes.
On the Subject of Educational Policies and Curriculum Transformation in Bolivia
(2017) Mario Yapu
The purpose of this paper is to highlight some aspects of discussion about the curriculum and its political implications and practices in Bolivia. Since the 80’s (1987-1994), I have been researching the curriculum in a permanent tension between multiple dimensions or components and levels that builds its definition and its action. In a way, this analysis was influenced by the neo-Marxist studies (Young, 1971; Apple, 2004; Bourdieu, 1996, to name a few), and we have discussed policies of knowledge (or cultures), or more exactly political economy of knowledge. This is complemented by the contributions of Foucault that allow investigating the relationship of the curriculum with issues of identity, subject, and power, which must also be associated with the works of Bourdieu related to concepts such as social fields, strategies, and habitus. Finally, in order to understand the curricular problem and education policies, in a broader perspective, It is necessary to expand the perspective of analysis into the relational and contextual nature of social phenomena, then it seems interesting to talk about the ecology of knowledge; a concept used by Boaventura de Sousa Santos (2010). I am also inspired by Gregory Bateson’s work (and some works of Serge Moscovici and Edgar Morin from 1970s and 80s) that developed a complex and systemic epistemology in several of their works. The theoretical and practical problems of education and the school curriculum are societies’ problems in which they have been produced and reproduced. This principle, which is common, condenses various topics of discussion on the curriculum; in this brief commentary is impossible to develop them. Therefore, I am highlighting some of them for the purpose of participating in the discussion.