The decolonization of education in Bolivia

Abstract

This article analyzes the decolonization of education in Bolivia as a historical, political, and pedagogical process aimed at the emancipation of the individual and social transformation. From a critical perspective, it proposes overcoming colonial structures through the recovery of the knowledge, identities, and practices of Indigenous peoples. Within this framework, Law 070 establishes a decolonizing, intercultural, and productive educational model. The ecology of knowledges is highlighted as an epistemological alternative that recognizes the plurality of knowledge, along with interculturality understood as a horizontal dialogue under construction. However, limitations are evident, such as insufficient teacher training, a lack of resources, and the persistence of traditional practices. Furthermore, the Socio-Community Productive Educational Model presents tensions between theory and practice. The article concludes that educational decolonization is an ongoing process that requires coherence between policies, practices, and critical teacher training.