Education as cultural development: experience in a Quechua community in Bolivia

In 1970, a literacy process was started in Bolivia by INDICEP, and is presently continued in the Integrated Educational Center for Adults in the Rural Areas (Centro de Educación Integrada para Adultos en el Area Rural). The context where this experience is realized is characterized by the existence of a culturally plural population in which a dominantly native society live together (principally composed of Quechuas and Aymaras), which is oppressed and ignored by a minority group of occidental character. Any educational project and in this case, that of alphabetization, should consider this fact to avoid the indifference of those to whom the project is directed. The literacy efforts carried out unti1 now by oficial entities have not endeavoured to integrate in the native communities, but impose the occidental model with a paternalistic perspective of the problem. An image of this situation is the language (with all its cultural contents) which has been utilized was not that of the natives but the Castillan language, producing the loss of the cultural identity of the subject. The new project which is being experimented in the Quechua community is based on the AYNI RUWAY system, which among other aspects is characterized by a simple institutionalization, a non competitive participation and promotion of the own personality of its members and a continuous evaluation. The target which this project pursue is expressed concretely in four points: a) Study of the wheat and its commercialization. b) Production stimulus and commercialization of traditional handicrafts. c) Starting a health programme and correct nutrition. d) Emergency in the formation of native teachers. The main educational instrument which is being used for this literacy campaign is the newspaper in the Quechuan language, in order to answer to the necessities and problems of cultural development in the subjects and in so doing would have a motivating character for those who have not yet attained this basic level of instruction. The formation of rural teachers in> the community is being developped, while the basis is being prepared to be able to start soon the formation of the native educators