Las propuestas de cambio educativo en Bolivia (1994-2010)
Date
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Rev Cien Cult
Abstract
El propósito del artículo es revisar las normas y lineamientos teóricos principales de las dos últimas propuestas de cambio de la educación boliviana, la Ley de Reforma Educativa 1575, de 1994, y la Ley de la Educación "Avelino Siñani-Elizardo Pérez" N° 70, de 2010, elaboradas bajo parámetros de dos constituciones políticas del Estado de distinta orientación política. Describe los aspectos principales de cada legislación educativa, comparándolos en sus bases constituciones, bases específicas, objetivos educativos y rasgos curriculares. También describe aspectos complementarios del sistema educativo nacional, esenciales para su organización y funcionamiento que pueden contribuir a tener una visión más clara de las dos propuestas educativas presentadas. Se concluye señalando las muchas continuidades que se presentan en ambas leyes, e incluso desde el Código de la Educación Boliviana (1955), así como las significativas rupturas, particularmente en los fundamentos ideológico-políticos, recomendando como desafío principal para el Estado boliviano llevar a la práctica los lineamientos legales y teóricos descritos.
This article is aimed to review the central norms and theoretic guidelines of the two last change proposals for Bolivian Education, it is to say the 1994 Law for the Educational Reform 1575 and the 2010 Education Law "Avelino Siñani-Elizardo Pérez" 070. Each of them elaborated under State Political Constitutions of different political sign. The author compares each legislation principal features on constitutional and specific bases, educative objectives and curricular traits; and in order to clarify these educative proposals she describes some complementary aspects of the national educative system, essential to the organization and functioning of any proposal. Continuities between both legislations and the Bolivian Education Code (1955) are pointed out as well as meaningful ruptures, particularly in the political ideological supports. Finally, the author states that there is still a way long to go in order to deep the legal and theoretical guidelines of the 2010 proposal and to develop the required tools for its implementation.
This article is aimed to review the central norms and theoretic guidelines of the two last change proposals for Bolivian Education, it is to say the 1994 Law for the Educational Reform 1575 and the 2010 Education Law "Avelino Siñani-Elizardo Pérez" 070. Each of them elaborated under State Political Constitutions of different political sign. The author compares each legislation principal features on constitutional and specific bases, educative objectives and curricular traits; and in order to clarify these educative proposals she describes some complementary aspects of the national educative system, essential to the organization and functioning of any proposal. Continuities between both legislations and the Bolivian Education Code (1955) are pointed out as well as meaningful ruptures, particularly in the political ideological supports. Finally, the author states that there is still a way long to go in order to deep the legal and theoretical guidelines of the 2010 proposal and to develop the required tools for its implementation.
Description
No. 30