Justicia y educación
Abstract
La aprobación de la Ley de Educación Avelino Siñani-Elizardo Pérez, el 10 de diciembre de 2010, supone un giro drástico en la forma de comprender la educación y de proyectar el fortalecimiento de las identidades de las naciones indígena originaria campesinas que componen Bolivia. Inspirada en los principios de interculturalidad y descolonización propugnados por la Constitución Política del Estado (2009), la nueva ley propone un modelo educativo sociocomunitario productivo, tendiente al replanteamiento de las relaciones del ser humano con la naturaleza y de los seres humanos entre sí, bajo la filosofía del Vivir Bien. La ley pretende no sólo el reconocimiento sino la revalorización de los conocimientos, prácticas y conceptualizaciones del mundo propios de las naciones indígenas, así como su potenciamiento, en el marco de la construcción del Estado Plurinacional. Sin embargo, también recupera los principios constitutivos de los Estados modernos en torno a los derechos y libertades, lo cual supone contradicciones entre ambas formas de entender el mundo. Este artículo explora algunos elementos en esta materia, con la finalidad de contribuir a la discusión problematizadora sobre la construcción de la educación en Bolivia desde parámetros críticos.
The approval of the Avelino Siñani-Elizardo Perez Education Act in December 10, 2010, represents a dramatic shift in the way of understanding education and orienting a project to strengthen the identities of peasant indigenous nations that make up Bolivia. Lead by the principles of multiculturalism and decolonization advocated by the State Constitution (2009), the new law proposes a model of social productive community education, leading to the redefinition of relations between human beings and nature and human beings with each other under the Well Living Vivir Bien philosophy. The law enforces not only the acknowledgement but also the revalorization of knowledge, practices and concepts of the own indigenous nations worlds and the empowerment of this communities in the context of the construction of the plurinational state. However, it also retrieves the founding principles of modern states regarding the rights and liberties, which implies contradictions between two ways of understanding the world. This article explores some elements in this issue to contribute to the problem-posing discussion on building education in Bolivia atarting from critical parameters.
The approval of the Avelino Siñani-Elizardo Perez Education Act in December 10, 2010, represents a dramatic shift in the way of understanding education and orienting a project to strengthen the identities of peasant indigenous nations that make up Bolivia. Lead by the principles of multiculturalism and decolonization advocated by the State Constitution (2009), the new law proposes a model of social productive community education, leading to the redefinition of relations between human beings and nature and human beings with each other under the Well Living Vivir Bien philosophy. The law enforces not only the acknowledgement but also the revalorization of knowledge, practices and concepts of the own indigenous nations worlds and the empowerment of this communities in the context of the construction of the plurinational state. However, it also retrieves the founding principles of modern states regarding the rights and liberties, which implies contradictions between two ways of understanding the world. This article explores some elements in this issue to contribute to the problem-posing discussion on building education in Bolivia atarting from critical parameters.
Description
Vol. 3, No. 3