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espanolEn la decada de 1930, la paradigmatica escuela ayllu de Warisata, construida sobre fragiles vinculos de cooperacion entre indios y Estado, logra cristalizar practicas y discursos que la demanda indigena por derecho a la educacion habia comenzado a instalar desde inicios de siglo en Bolivia. Aun cuando el proyecto es abruptamente interrumpido en 1940, la experiencia genera imagenes que persisten en la memoria colectiva, parte de las cuales se actualizan en la Ley de Educacion “Avelino SinaniElizardo Perez”, promulgada en 2010 por el Estado Plurinacional, en el marco de lo que denomino su Revolucion Educativa. A partir de la revision de los discursos del libro de Elizardo Perez, titulado “Warisata, la escuela Ayllu”, y de la Ley de Educacion, se identifican y analizan dos significativos contenidos que la escuela indigenal instala en la legislacion: la particular comprension de la produccion material, estrechamente vinculada al sostenimiento de la vida y la supervivencia de la comunidad, y por otro, el status central que adquiere la participacion en la toma de decisiones educativas, entendidas estas como asunto publico. Todo lo anterior, sobre la hipotesis de que estas especificidades han incidido en el desplazamiento de los espacios de construccion de discursos legitimos sobre el problema, desde el Estado hacia los indios e indias, y en la consolidacion de la asociacion entre resistencia indigena y derecho a la educacion. EnglishIn the 1930s the paradigmatic Ayllu school of Warisata, founded on fragile cooperation bonds built between Indians and the State, managed to materialize practices and discourses regarding the right to an education that indigenous people had started to install since the dawn of the century in Bolivia. In spite of the fact that the project was abruptly interrupted in 1940, images of the experience still persist in the collective memory, part of which have been updated in the “Avelino Sinani-Elizardo Perez” Education Law, enacted in 2010 by the Plurinational State, in the frame of what is known as the Educational Revolution. After examining discourses from Elizardo Perez’s book “Warisata, la escuela ayllu” and the Education Law, two significant topics that the indigenous school installed in the legislation are identified and analyzed: their unique way of understanding material production, closely related to the sustenance of life and the survival of the community and, on the other hand, the main status acquired by participation in the making of education-related decisions, understood as public matters. All the above relies on the hypothesis that these specificities have influenced the scenarios of discourse construction on the issue to move from the State to the indians and the consolidation of the association between indigenous resistance and the right to an education.

Demanda Indígena por Derecho a la Educación en Bolivia: Producción y Participación, 1931-2010