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1400
COMMUNITY PRE-COLONIAL ERA
Inca education took place around three fundamental axes:
AMA SUA, DON’T BE A THIEF
AMA LLULLA, DON’T BE A LIAR
AMA KJELLA, don’t be lazy
These rules were the irreplaceable values of our ancestors, the community obeyed and were role models. The Grandparents were in charge of the teaching of childhood and youth, they are considered as the wise of the community because of their experience. -
1500
RACIST COLONIAL ERA
The monopoly on education was in the hands of the Catholic Church. The educational model in the colony was memoristic. Implicit in the dominant ideology was the exaltation of colonial Hispanic values and contempt for the indigenous and manual labor. -
REPUBLICANA´S ERA
The strongest attempt to break the colonial horizon through popular education is the work of Simón Rodríguez, who taught Simón Bolivar; he tries to universalize education, to extend it to all social sectors; These and other ideas are implicit in the First Educational Statute (Liberal Libertarian Model) designed by Don Simón Rodríguez, in his capacity as the first Director General of Education in Bolivia. -
SCHOOLS FOR A FEW
The country has 60 primary schools, all aimed at the elite and concentrated in the city, with a school population of 4,000 children learning reading, writing, grammar and literature. Women and indigenous people are marginalized from education. -
ISIDORO BELZU
Isidoro Belzu, by decree, reiterated the State’s intention with regard to popular education, so that schools are dedicated to not only to literacy, but also to the development of the individual inclinations of each student, due to his or her ability, the character of the inhabitants, the climate and the resources specific to each geographical area. -
TECHNICAL EDUCATION
At the end of the 19th century, Bolivia joined the world capitalist economy, and the liberal governments of that time were confronted with the need to democratize and modernize education, to enable the training of skilled labour and the training of technicians required by capitalist industry. Education is discriminatory; only some could be educated in formal education while the majority did not have access to education. -
FEDERAL REVOLUTION
The triumphant liberal current developed an ideology of progress, imitated the pedagogical models of Europe and saw the peasant Indian as a subject of vices and defects and was not an agent of progress and development of the country. -
WARISATA
It was created jointly by a Bolivian government education official Elizardo Pérez and Avelino Siñani as a representative of the Warisata community. Because in reality, Siñani was the voice through which the indigenous community expressed its desire to organize itself and to become literate. 150 children and four teachers started the project. Education in Warisata was based on reciprocity, solidarity and the community model that lives in a productive but sustainable relationship with nature. -
CHACO WAR
In these years, our country has seen its return to internal and external conflicts. The war conflict allows us to open our eyes, recognize ourselves among Bolivians and value the cultural and diverse richness of the Homeland.
The political upheavals and the constant pressure of the oligarchy end up making the School of Warisata disappear. The persecution of the landowners against Avelino Siñani begins, they throw him out, imprison him and expel him from his community. -
FRANZ TAMAYO
This mestizo, intellectual and critic of foreign models appears and speaks of a national pedagogy, where he exalts the racial strength of the Indian, and says The Indian is the true repository of national energy. For his great vitality, for his latent energetic superiority of his blood, seems the Indian destined to endure as a race and to remain in the historia. At that time, women and indigenous people did not have the right to enter school; it was the privilege of a mestizo Creole caste. -
CREATION OF AN EDUCATIONAL COMMISSION
One year after the revolution of 1952, the government of Victor Paz Estensoro imposed universal education through the creation of the National Commission for Educational Reform. -
CODE OF EDUCATION
The Bolivian Education Code was promulgated, this reform for the MNR of that time was anti-feudal and anti-imperialist, it consolidated the existence of two educational systems or parallel in our country, the urban and the rural, causing an explosive increase in peasant education, although for several researchers it was done under a colonialist, memoristic and aculturant approach to the detriment of indigenous cultures. -
AGAINST THE REFORM
The people raise the flags for the right to education. Teachers at the national level, the workers of the countryside and the city and enlightened sectors of the Bolivian middle classes undertake a sustained struggle to maintain the validity of the Bolivian Education Code and to qualify the national education by carrying out successive educational congresses and formulating a series of innovative proposals. -
POPULAR ASSEMBLY
The National Magisterium promotes a policy to modernize education in the country, incorporating interculturalism and bilingualism. It is discussed in the Popular Assembly to make changes in education. -
DICTATOR SHIPS
With the coup d'etat of Colonel Hugo Banzer Suarez. The military dictatorship issues a series of norms that bear the surname of the de facto president, later known as "Banzer codes". and causes a setback in the spirit of universality in education.The problem of women’s education is almost ignored and girls and boys are included in the same discourse. Education in the countryside remained precarious and deficient. Women’s backwardness was growing and the general drop-out rate was increasing. -
INTROMISSION
In this decade the transnationals have an interest in pressuring the neoliberal governments to carry out educational reforms with a constructivist approach. -
WHITE AND PINK BOOKS
With Minister Enrique Ipiña of the government of Paz Estensoro, two books were produced, white and pink, which impacted public opinion both in terms of content and ideological and political approach. They were fundamental documents that opened the way to Educational Reform. Rejected by teachers, they were lost in the regime change, but their principles opened the way for educational reform. -
FIRST NATIONAL CONGRESS
The First National Congress on Education is taking place, from which the foundations for educational reform emerge. -
LAW 1565.
Law 1565 of the Educational Reform was enacted, providing for the incorporation of an intercultural approach and the bilingual modality, which was not complied with. The neoliberal educational reform was implemented not only in Bolivia but throughout Latin America by the international and national authorities. -
PRESENTING LAW OF AVELINO SIÑANI - ELIZARDO PÉREZ
The educational congress is held in Sucre and the educational proposal of the law Avelino Siñani Elizardo Pérez is presented, which allows to accompany the changes promoted in the process of change, This is how it obtains support and develops the discussion and construction for the drafting of the bill. -
PROCESS OF DIALOGUE
The Ministry of Education initiates a process of dialogue and consensus with social organizations, taking into account the demands and needs of education actors such as teachers, students, parents, social organizations, indigenous peasant organizations, educational councils, church and ONGs. -
AVELINO SIÑANI - ELIZARDO PÉREZ LAW
The 2010 Draft of Law Avelino Siñani Elizardo Pérez is presented as a proposal that is built with the protagonists of education. It is historic because it is built with the protagonists, to make a participatory, community, decolonizing, productive and unitary education. An education that educates for justice, for social justice, equality among all Bolivia.
