{ "schemaVersion": 1, "title": "Bolivia — A worldview becomes a curriculum", "version": "2026-10-22", "slides": [ { "id": "bolivia", "kind": "map", "chapter": "Context", "title": "Bolivia", "subtitle": "", "steps": 3, "refs": "Country references are available in Documents. Map: Natural Earth, public domain.", "page": null, "source": "curriculum", "theme": "light", "items": [ "Landlocked in South America", "Independence from Spain · 1825", "Plurinational state · 2009", "Minerals, gas and farm exports" ] }, { "id": "scope-family", "kind": "evidence", "chapter": "Context", "title": "Education begins at home.", "subtitle": "", "layout": "journey", "steps": 2, "items": [ { "label": "01 / BEFORE SCHOOL", "title": "Family & community", "detail": "The first educational setting.", "sourceIndex": 0 }, { "label": "02 / EARLY CHILDHOOD", "title": "A connection with school", "detail": "Non-school-based and school-based stages.", "sourceIndex": 1 } ], "evidence": [ { "label": "The first educational setting", "page": 60, "source": "curriculum", "image": "assets/source-snippets/family-p60.png", "en": "This level of education recognises and strengthens the family as the first setting for children’s education and socialisation, in relation to their context and in complementarity with the community and state bodies. It comprises two stages: non-school-based family education and school-based community family education.", "translation": "Exact wording from the existing English study PDF; unofficial translation.", "citation": "Currículo Base, 2023 edition · printed p. 60", "scope": "Unaltered crop from the original Spanish PDF." }, { "label": "A link between family and school", "page": 61, "source": "curriculum", "image": "assets/source-snippets/school-bridge-p61.png", "en": "It contributes to the learning of new forms of behavior, interaction with others, with nature, emphasizing the use of their mother tongue and expanding their languages in communicative situations and various artistic and recreational activities. It constitutes a link between the family, the school and the beginning of systematic learning. The second stage of initial education is school education and covers 2 years.", "translation": "Exact wording from the existing English study PDF; unofficial translation.", "citation": "Currículo Base, 2023 edition · printed p. 61", "scope": "Unaltered crop from the original Spanish PDF." } ], "refs": "Currículo Base · printed pp. 60–61. Source excerpts available on demand. Diagrams are explanatory syntheses.", "page": 60, "source": "curriculum", "theme": "light" }, { "id": "scope-school", "kind": "evidence", "chapter": "Context", "title": "The relationship continues through school.", "subtitle": "", "layout": "journey", "steps": 2, "items": [ { "label": "PRIMARY", "title": "Community & vocation", "detail": "Vocational Community Primary Education", "sourceIndex": 0 }, { "label": "SECONDARY", "title": "Community & production", "detail": "Productive Community Secondary Education", "sourceIndex": 1 } ], "evidence": [ { "label": "Primary and secondary levels", "page": 58, "source": "curriculum", "image": "assets/source-snippets/regular-levels-p58.png", "en": "Regular Education Subsystem\nEarly Childhood Education in the Community Family\nVocational Community Primary Education\nProductive Community Secondary Education", "translation": "Exact wording from the existing English study PDF; unofficial translation.", "citation": "Currículo Base, 2023 edition · printed p. 58", "scope": "Unaltered crop from the original Spanish PDF." }, { "label": "Cultural identity within regular education", "page": 59, "source": "curriculum", "image": "assets/source-snippets/identity-p59.png", "en": "Provide historical and cultural elements to consolidate one's own cultural identity and develop attitudes of intercultural relationships. Reconstitute and legitimize the ways of knowing and knowledge of the Indigenous Native Peoples peasants and Afro-Bolivians, in intercultural dialogue with the knowledge of other cultures.", "translation": "Exact wording from the existing English study PDF; unofficial translation.", "citation": "Currículo Base, 2023 edition · printed p. 59", "scope": "Unaltered crop from the original Spanish PDF." } ], "refs": "Currículo Base · printed pp. 58–59. Source excerpts available on demand. Diagrams are explanatory syntheses.", "page": 58, "source": "curriculum", "theme": "light" }, { "id": "regionalised-opening", "kind": "evidence", "chapter": "Context", "title": "Shared purposes. Local identities.", "subtitle": "", "layout": "regional", "steps": 3, "items": [ { "label": "CURRÍCULO BASE", "title": "A national framework", "detail": "Common foundations, objectives and curricular guidance.", "sourceIndex": 0 }, { "label": "CURRÍCULO REGIONALIZADO", "title": "Cultural knowledge shapes the curriculum", "detail": "Sociocultural, linguistic and productive contexts.", "sourceIndex": 1 }, { "label": "CURRÍCULO DIVERSIFICADO", "title": "Teachers make it locally relevant", "detail": "The languages, practices and needs of the community.", "sourceIndex": 2 } ], "evidence": [ { "label": "The common national framework", "page": 85, "source": "curriculum", "image": "assets/source-snippets/base-p85.png", "en": "The Base Curriculum has two essential characteristics: it is common and intercultural. It establishes the foundations, principles and bases of the curriculum of the Plurinational Education System, together with its curricular elements: holistic objectives, curricular organisation, methodological guidelines and the evaluation system. It connects curricular guidelines (by subsystem and/or area), study plans and programmes, and curriculum guides.", "translation": "Exact wording from the existing English study PDF; unofficial translation.", "citation": "Currículo Base, 2023 edition · printed p. 85", "scope": "Unaltered crop from the original Spanish PDF." }, { "label": "Regionalised curriculum", "page": 85, "source": "curriculum", "image": "assets/source-snippets/regionalised-p85.png", "en": "It considers the particular characteristics of the sociocultural, linguistic and productive context that constitute the identity of Indigenous Native Peasant and Afro-Bolivian Nations and Peoples. It expresses holistic objectives, content, methodological guidelines and products, within the framework of the Base Curriculum of the Plurinational Education System, harmonised in study plans and programmes, curriculum guides and educational materials.\n\nManagement of the Regionalised Curriculum must be undertaken jointly by the central level of the State and the Autonomous Territorial Entities, including Indigenous Native Peasant and Afro-Bolivian Nations and Peoples.", "translation": "Exact wording from the existing English study PDF; unofficial translation.", "citation": "Currículo Base, 2023 edition · printed p. 85", "scope": "Unaltered crop from the original Spanish PDF." }, { "label": "Teachers adapt to the local context", "page": 85, "source": "curriculum", "image": "assets/source-snippets/diversified-p85.png", "en": "It is the result of the construction of teachers, it includes particular and specific aspects of the cultural, sociolinguistic, productive and population context, which is organized and specified in the subsystems, levels and areas of the SEP. This articulation is carried out through the PSP, for curricular planning and implementation. It responds inclusively to educational needs, taking into account the languages that are practiced in the context, the practices of the forms of teaching and learning developed in the community, the Socio-Productive Project defined in the scope of the Educational District or in the context of the educational institution and other complementary curricular elements.", "translation": "Exact wording from the existing English study PDF; unofficial translation.", "citation": "Currículo Base, 2023 edition · printed p. 85", "scope": "Unaltered crop from the original Spanish PDF." }, { "label": "Bringing the curricula together", "page": 85, "source": "curriculum", "image": "assets/source-snippets/harmonised-p85.png", "en": "This is the operational curriculum document that integrates the content of the Base Curriculum and the Regionalised Curriculum of each Indigenous Native Peasant and Afro-Bolivian Nation and People (NyPIOCyA), within a plan for developing the native language and strengthening educational processes with cultural identity and relevance.", "translation": "Exact wording from the existing English study PDF; unofficial translation.", "citation": "Currículo Base, 2023 edition · printed p. 85", "scope": "Unaltered crop from the original Spanish PDF." } ], "refs": "Currículo Base · printed p. 85. Source excerpts available on demand. Diagrams are explanatory syntheses.", "page": 85, "source": "curriculum", "theme": "light", "frameworkExplorer": { "title": "Inside the national framework", "intro": "Bases → foundations → principles → objectives is a reading route through the document. The connections are an explanatory synthesis.", "categories": [ { "id": "bases", "label": "Bases", "es": "Bases del currículo", "question": "What does the model draw on?", "description": "Four named sources of knowledge and educational experience. Printed pp. 40–43.", "items": [ { "label": "Indigenous & Afro-Bolivian knowledge", "es": "Los saberes y conocimientos de las Naciones y Pueblos Indígena Originario Campesinos y Afrobolivianos", "title": "Community knowledge helps shape education.", "summary": "The curriculum draws on peoples’ knowledge, wisdom and values, developed through community life.", "points": [ "Learning is connected with everyday life and relationships.", "The community participates in education beyond the classroom.", "Relationships include Mother Earth, the Cosmos and spiritualities." ], "pages": [ 40 ], "section": "1.1" }, { "label": "Warisata", "es": "La experiencia pedagógica de la Escuela Ayllu de Warisata", "title": "School, community, work and production belong together.", "summary": "Warisata provides a historical educational experience that connects classroom activity with community organisation and life.", "points": [ "Study, work and production are linked.", "Education develops critical, creative and constructive thought.", "Material, intellectual and spiritual production serves the common good." ], "pages": [ 40, 41 ], "section": "1.2" }, { "label": "Vygotsky", "es": "Propuestas pedagógicas críticas de Vigotsky", "title": "Learning develops through interaction and guidance.", "summary": "The document adapts selected ideas from Vygotsky, especially the zone of proximal development, to community and productive education.", "points": [ "Culture mediates learning through social interaction.", "Guidance and collaboration can support what a learner cannot yet do independently.", "The curriculum explicitly selects and reinterprets ideas rather than adopting an entire theory." ], "pages": [ 41, 42 ], "section": "1.3" }, { "label": "Freire", "es": "Propuesta de educación popular latinoamericana liberadora de Freire", "title": "Question lived reality through dialogue.", "summary": "Freire’s contribution is a critical and liberating pedagogy: learners examine their circumstances and the relations of domination within them.", "points": [ "Ask, reflect and investigate with the community.", "Connect critical reflection with action.", "Education takes a position in relation to exclusion and inequality." ], "pages": [ 42, 43 ], "section": "1.4" } ] }, { "id": "foundations", "label": "Foundations", "es": "Fundamentos del Currículo Base", "question": "What beliefs organise the model?", "description": "Five connected foundations explain its social purpose, worldview, approach to knowledge and approach to learning. Printed pp. 43–50.", "items": [ { "label": "Ideological & political", "es": "Fundamentos ideológico-políticos", "title": "Education participates in decolonisation.", "summary": "The document presents education as part of overcoming colonial and neocolonial domination and consolidating the Plurinational State.", "points": [ "Recognise cultural identities, knowledge, values and original languages.", "Develop critical, reflective and transformative capacities.", "Connect this project with community life and alternatives to capitalist individualism." ], "pages": [ 43, 44, 45 ], "section": "2.1" }, { "label": "Philosophical · Vivir Bien", "es": "Fundamentos filosóficos", "title": "Vivir Bien gives education a direction.", "summary": "Vivir Bien is a guiding criterion for life rooted in Indigenous and Afro-Bolivian worldviews, experiences and practices.", "points": [ "Seek complementarity and harmony with Mother Earth, the Cosmos and spiritualities.", "Understand people as part of a wider living whole.", "Bring scientific learning into a complementary relationship with other knowledge and responsibilities." ], "pages": [ 45, 46 ], "section": "2.2" }, { "label": "Sociological", "es": "Fundamentos sociológicos", "title": "One country contains many social realities.", "summary": "The Base Curriculum begins from Bolivia’s plurality: peoples and cultures, regional and socioeconomic differences, and diverse local identities and organisations.", "points": [ "Educational organisation needs local participation.", "Curriculum must respond to culture, region and locality.", "Regionalised and diversified curricula give the shared framework local form." ], "pages": [ 46, 47 ], "section": "2.3" }, { "label": "Epistemological", "es": "Fundamentos epistemológicos", "title": "Different knowledge traditions enter dialogue.", "summary": "The model proposes epistemological pluralism: knowledge, wisdom and science from different peoples should be articulated in complementary ways without a fixed hierarchy.", "points": [ "Indigenous and community knowledge is recognised as educationally significant.", "Science remains part of education.", "The document rejects treating science as the only valid knowledge for every dimension of life." ], "pages": [ 47, 48 ], "section": "2.4" }, { "label": "Psychopedagogical", "es": "Fundamento psicopedagógico", "title": "Learn from, within and for the community.", "summary": "Learning takes shape through shared experience, language, dialogue and creative activity connected with community life.", "points": [ "Practice begins with lived experience, prior knowledge and contact with reality.", "Theory organises and develops understanding; valuation examines its meaning and community relevance.", "Production brings practice, theory and valuation together in tangible or intangible results." ], "pages": [ 48, 49, 50 ], "section": "2.5" } ] }, { "id": "principles", "label": "Principles", "es": "Principios del currículo", "question": "What should guide education?", "description": "Seven principles orient the curriculum. Short English labels below are presentation summaries; the full Spanish headings remain available. Printed pp. 50–57.", "items": [ { "label": "Decolonising & transformative", "es": "Educación descolonizadora, liberadora, revolucionaria, antiimperialista y transformadora", "title": "Challenge domination and recognise peoples’ knowledge.", "summary": "The principle connects cultural recognition with opposition to discrimination, colonial hierarchies and structures of domination.", "points": [ "Legitimise Indigenous and Afro-Bolivian knowledge and cultural identities.", "Bring these into dialogue with Latin American and wider world knowledge.", "Develop education relevant to local geographical, social, cultural and linguistic contexts." ], "pages": [ 50, 51 ], "section": "3.1" }, { "label": "Depatriarchalising", "es": "Educación despatriarcalizadora", "title": "Transform unequal gender relations.", "summary": "The document asks education to challenge patriarchal power and the ways institutions, including schools, reproduce it.", "points": [ "Question restrictive gender roles.", "Address discrimination, exclusion and violence.", "Build reciprocal, complementary and respectful relationships." ], "pages": [ 51, 52 ], "section": "3.2" }, { "label": "Community & democratic participation", "es": "Educación comunitaria, democrática, participativa y de consensos", "title": "Learn and make decisions with others.", "summary": "Education is connected to its historical, social and cultural context, with participation and consensus serving community life.", "points": [ "Widen access to knowledge and participation in decisions.", "Practise rights, responsibilities and community values.", "Use dialogue among local and wider knowledge traditions." ], "pages": [ 52, 53 ], "section": "3.3" }, { "label": "Cultures & languages", "es": "Educación intracultural, intercultural y plurilingüe", "title": "Strengthen identity while learning across cultures.", "summary": "Intracultural education develops one’s own cultural knowledge; intercultural education supports equitable relationships across cultures; plurilingual education develops languages.", "points": [ "Value and develop Indigenous cultures and languages.", "Promote an Indigenous language, Spanish and a foreign language.", "Use language for communication and the ongoing production of meaning." ], "pages": [ 53, 54, 55 ], "section": "3.4" }, { "label": "Integral & holistic", "es": "Educación integral y holística", "title": "Develop the whole person in relationship with life.", "summary": "Ser, Saber, Hacer and Decidir develop together: values, understanding, practical action and the ability to decide with social responsibility.", "points": [ "Connect the four dimensions rather than teaching them as isolated compartments.", "Relate learning to community, Mother Earth and the Cosmos.", "Seek dialogue, harmony and complementarity." ], "pages": [ 55 ], "section": "3.5" }, { "label": "Productive, scientific & artistic", "es": "Educación productiva territorial, científica, técnica tecnológica y artística", "title": "Create knowledge and useful contributions.", "summary": "Education connects research, science, technology, art and productive activity with local and regional life.", "points": [ "Develop capacities for tangible and intangible production.", "Connect educational institutions with community economic activities.", "Include creativity, expression and responsible care for natural resources." ], "pages": [ 55, 56 ], "section": "3.6" }, { "label": "Inclusive", "es": "Educación inclusiva", "title": "Enable access, participation and completion.", "summary": "Inclusion responds to diversity and opposes inequality, exclusion and discrimination through relevant educational support.", "points": [ "Address learners’ needs, interests and potential.", "Include disability, learning difficulties and exceptional talent.", "Adapt educational processes, spaces, curricula and support." ], "pages": [ 56, 57 ], "section": "3.7" } ] }, { "id": "objectives", "label": "Objectives", "es": "Objetivos holísticos y perfiles de salida", "question": "What should education develop?", "description": "Page 85 refers to holistic objectives. The document also distinguishes subsystem objectives and the capabilities learners should achieve at completion.", "items": [ { "label": "Holistic objectives", "es": "Objetivos holísticos", "title": "Develop Ser, Saber, Hacer and Decidir together.", "summary": "Holistic objectives guide decolonising, community and productive education towards the integrated development of human capacities, qualities and potential.", "points": [ "Development is situated in harmony and complementarity with Mother Earth and the Cosmos.", "Objectives use the first-person plural, present tense and indicative mood.", "They should be clear, specific, concrete and evaluable qualitatively and quantitatively." ], "pages": [ 80 ], "section": "1. Objetivos holísticos y perfiles de salida", "example": "Illustrative objective: We strengthen cooperation and care for shared water (Ser), understand water use and quality (Saber), collect and compare evidence (Hacer), and agree on a feasible community response (Decidir). This is an explanatory example, not a quoted curriculum objective." }, { "label": "Four connected dimensions", "es": "Ser · Saber · Hacer · Decidir", "title": "Values. Understanding. Practice. Decisions.", "summary": "These are interconnected dimensions of human development in the MESCP.", "points": [ "Ser — values, identity, feelings and attitudes expressed through relationships.", "Saber — understanding and analysing knowledge through cognitive development.", "Hacer — applying knowledge through productive practice for community benefit.", "Decidir — critical thought, dialogue and collective action with social impact." ], "pages": [ 80, 81 ], "section": "1.1. Dimensiones" }, { "label": "Regular education objectives", "es": "Objetivos del Subsistema de Educación Regular", "title": "Connect cultural identity, academic learning and life.", "summary": "The six objectives on page 59 apply to the Regular Education Subsystem, which includes early childhood, primary and secondary education.", "points": [ "Integrate scientific, humanistic and technical education with productive activity.", "Strengthen cultural identity and recognise Indigenous and Afro-Bolivian knowledge in intercultural dialogue.", "Develop theoretical and practical learning for life and continued higher education.", "Develop communication in Indigenous languages, Spanish and a foreign language.", "Connect learning with history, civic life, rights, gender equity and Mother Earth.", "Develop knowledge and capabilities across sciences, technologies, ethics, spirituality, arts and sport." ], "pages": [ 59 ], "section": "1. Subsistema de Educación Regular" }, { "label": "Exit profiles", "es": "Perfiles de salida", "title": "Describe what learners achieve at completion.", "summary": "Exit profiles identify the capacities, qualities and potential reached at the end of a level, stage, specialism or programme, within the subsystem’s holistic objectives.", "points": [ "Holistic objectives orient the educational process.", "Exit profiles describe the development expected at its completion.", "This definition does not itself demonstrate measured learning outcomes." ], "pages": [ 81 ], "section": "1.2. Perfiles de salida" } ] } ] } }, { "id": "quechua-example", "kind": "evidence", "chapter": "Context", "title": "Community knowledge becomes mathematics.", "subtitle": "", "layout": "example", "steps": 3, "items": [ { "label": "COUNT", "title": "Potatoes. Sheep. Quantities.", "detail": "Counting and operations through agricultural products.", "sourceIndex": 0 }, { "label": "NAME", "title": "Numbers in Quechua.", "detail": "Language and mathematical ideas develop together.", "sourceIndex": 0 }, { "label": "COMPARE", "title": "Ancestral & conventional measures.", "detail": "Investigate both ways of measuring.", "sourceIndex": 0 } ], "evidence": [ { "label": "A published Quechua teaching example", "page": 75, "viewerPage": 75, "source": "quechua", "image": "assets/source-snippets/quechua-mathematics-pdf75.png", "en": "“Arithmetic in relation to culture, taking into account: comparing, equalising, increasing, bringing together, taking away and distributing agricultural products.”\n\n“Numbers for counting forwards and backwards identified in Mother Earth (for example: counting potatoes, counting sheep and others).”\n\n“Classification and comparison of ancestral Quechua measures and conventional measures.”", "translation": "Working translation of three selected entries for this presentation; not part of the full English Base Curriculum PDF.", "citation": "Quechua regional curriculum · Ministry-hosted compilation · PDF p. 75", "scope": "Unaltered crop of the curriculum content and methodology columns. Other columns are outside the crop.", "url": "https://www.minedu.gob.bo/files/publicaciones/upiip/CR_QUECHUA_2017.pdf#page=75" } ], "refs": "Quechua regional curriculum · PDF p. 75. Published teaching guidance; classroom uptake is a separate question.", "page": 75, "source": "quechua", "theme": "light", "viewerPage": 75 }, { "id": "question", "kind": "question", "chapter": "Context", "title": "How does a national worldview become a curriculum?", "subtitle": "Bolivia · Currículo Base · 2023 edition", "steps": 2, "refs": "Cover and publication credits (original PDF pp. 1–2); printed pp. 40–50 and 80–93.", "page": null, "source": "curriculum", "theme": "dark", "items": [ "Philosophy", "Aims & objectives", "Framework" ] }, { "id": "document", "kind": "document", "chapter": "Context", "title": "Start with the source.", "subtitle": "Currículo Base del Sistema Educativo Plurinacional", "steps": 1, "refs": "Cover and publication credits · PDF pp. 1–2. Printed p. 58; pp. 80–95.", "page": 1, "source": "curriculum", "theme": "light", "items": [ "2023 edition", "Bibliographic year · 2022", "MESCP" ], "viewerPage": 1 }, { "id": "history", "kind": "timeline", "chapter": "Philosophy", "title": "Whose knowledge counts?", "subtitle": "A history behind the educational argument", "steps": 5, "refs": "Curriculum pp. 11, 13–15, 21, 28–29, 40–50. Constitution (2009); Law 070 (2010).", "page": 11, "source": "curriculum", "theme": "light", "items": [ { "label": "Before colonisation", "title": "Many peoples. Many ways of learning.", "detail": "Knowledge through community life, elders and practical experience.", "ref": "p. 11" }, { "label": "Colonial rule", "title": "An unequal authority over knowledge.", "detail": "The curriculum describes religious instruction and colonial hierarchies.", "ref": "pp. 13–15" }, { "label": "1931 · Warisata", "title": "School, community and production.", "detail": "Study and work connected to community life and agricultural rhythms.", "ref": "p. 21; pp. 40–41" }, { "label": "2006–2010", "title": "A new educational project.", "detail": "Curriculum construction, a plurinational Constitution and Law No. 070.", "ref": "pp. 28–29; Constitution; Law 070" }, { "label": "2023 edition", "title": "Recognition becomes curriculum design.", "detail": "Vivir Bien, knowledge dialogue and integral human development.", "ref": "pp. 45–50; 80–81" } ] }, { "id": "vivir-bien", "kind": "quote", "chapter": "Philosophy", "title": "Vivir Bien", "subtitle": "2.2. Fundamentos filosóficos", "steps": 3, "refs": "§2.2 · printed pp. 45–46. Working English translation; diagram is an explanatory synthesis.", "page": 45, "source": "curriculum", "theme": "light", "es": "El Vivir Bien, expresado en las cosmovisiones, experiencias y prácticas de las Naciones y Pueblos Indígena Originario Campesinos y Afrobolivianos, se convierte en un criterio de orientación de vida del cual emerge la búsqueda de complementariedad y armonía con la Madre Tierra, el Cosmos y las espiritualidades.", "en": "Vivir Bien (Living Well), expressed in the worldviews, experiences and practices of Indigenous Native Peasant and Afro-Bolivian nations and peoples, becomes a guiding criterion for life, from which emerges the search for complementarity and harmony with Mother Earth, the Cosmos and spiritualities.", "items": [ "People & community", "Mother Earth", "Cosmos & spiritualities" ], "takeaway": "Complementarity & harmony" }, { "id": "family", "kind": "seed", "chapter": "Philosophy", "title": "A child’s knowledge already matters.", "subtitle": "", "steps": 3, "refs": "Illustrative example, not an observed case. Curriculum pp. 45–50, 53, 55–56.", "page": 49, "source": "curriculum", "theme": "light", "items": [ { "label": "At home", "title": "Experience", "detail": "Seeds · soil · planting practices" }, { "label": "In school", "title": "Investigation", "detail": "Germination · measurement · comparison" }, { "label": "With the community", "title": "Contribution", "detail": "Evidence-informed choices for shared needs" } ] }, { "id": "principle-1", "kind": "principle", "chapter": "Philosophy", "title": "Transform inherited hierarchies.", "subtitle": "Principle 3.1", "steps": 3, "refs": "§3.1 · printed pp. 50–51. English is a working translation; diagram is a synthesis.", "page": 50, "source": "curriculum", "theme": "light", "es": "Educación descolonizadora, liberadora, revolucionaria, antiimperialista y transformadora", "en": "Decolonising, liberating, revolutionary, anti-imperialist and transformative education", "items": [ "Indigenous knowledge", "Other knowledge traditions" ], "takeaway": "Recognition & dialogue" }, { "id": "principle-2", "kind": "principle", "chapter": "Philosophy", "title": "Challenge unequal power.", "subtitle": "Principle 3.2", "steps": 3, "refs": "§3.2 · printed pp. 51–52. English is a working translation; diagram is a synthesis.", "page": 51, "source": "curriculum", "theme": "light", "es": "Educación despatriarcalizadora", "en": "Education that dismantles patriarchy", "items": [ "Participation", "Opportunity", "Safety" ], "takeaway": "Examine unequal power" }, { "id": "principle-3", "kind": "principle", "chapter": "Philosophy", "title": "Learn with the community.", "subtitle": "Principle 3.3", "steps": 3, "refs": "§3.3 · printed pp. 52–53. English is a working translation; diagram is a synthesis.", "page": 52, "source": "curriculum", "theme": "light", "es": "Educación comunitaria, democrática, participativa y de consensos", "en": "Community, democratic, participatory and consensus-based education", "items": [ "School", "Community" ], "takeaway": "Shared educational decisions" }, { "id": "principle-4", "kind": "principle", "chapter": "Philosophy", "title": "Connect cultures and languages.", "subtitle": "Principle 3.4", "steps": 3, "refs": "§3.4 · printed pp. 53–55. English is a working translation; diagram is a synthesis.", "page": 53, "source": "curriculum", "theme": "light", "es": "Educación intracultural, intercultural y plurilingüe", "en": "Intracultural, intercultural and plurilingual education", "items": [ "Within cultures", "Between cultures", "Languages in use" ], "takeaway": "Identity & mutual learning" }, { "id": "principle-5", "kind": "principle", "chapter": "Philosophy", "title": "Develop the whole person.", "subtitle": "Principle 3.5", "steps": 3, "refs": "§3.5 · printed pp. 55. English is a working translation; diagram is a synthesis.", "page": 55, "source": "curriculum", "theme": "light", "es": "Educación integral y holística", "en": "Integral and holistic education", "items": [ "Ser", "Saber", "Hacer", "Decidir" ], "takeaway": "Integral & holistic development" }, { "id": "principle-6", "kind": "principle", "chapter": "Philosophy", "title": "Make learning useful.", "subtitle": "Principle 3.6", "steps": 3, "refs": "§3.6 · printed pp. 55–56. English is a working translation; diagram is a synthesis.", "page": 55, "source": "curriculum", "theme": "light", "es": "Educación productiva territorial, científica, técnica tecnológica y artística", "en": "Territorially grounded productive, scientific, technical, technological and artistic education", "items": [ "Local needs & potential", "Knowledge & skills", "Useful production" ], "takeaway": "Territory, science, technology & art" }, { "id": "principle-7", "kind": "principle", "chapter": "Philosophy", "title": "Make participation possible.", "subtitle": "Principle 3.7", "steps": 3, "refs": "§3.7 · printed pp. 56–57. English is a working translation; diagram is a synthesis.", "page": 56, "source": "curriculum", "theme": "light", "es": "Educación inclusiva", "en": "Inclusive education", "items": [ "Different needs", "Appropriate support", "Participation & learning" ], "takeaway": "Inclusive education" }, { "id": "aims-bridge", "kind": "question", "chapter": "Aims & objectives", "title": "What should education help people—and society—become?", "subtitle": "From a philosophy of life to educational purposes", "steps": 2, "refs": "Law 070, Arts. 4–5; Curriculum pp. 80–81.", "page": 80, "source": "curriculum", "theme": "dark", "items": [ "National aims", "Educational responsibilities", "Learner development" ] }, { "id": "national-aim", "kind": "quote", "chapter": "Aims & objectives", "title": "A society of Vivir Bien", "subtitle": "Fines de la educación · Law 070, Article 4(1)", "steps": 3, "refs": "Law No. 070 · Article 4(1), printed p. 5. One of 11 national aims. Working translation.", "page": 5, "source": "law", "theme": "light", "viewerPage": 5, "es": "Contribuir a la consolidación de la educación descolonizada, para garantizar un Estado Plurinacional y una sociedad del Vivir Bien con justicia social, productiva y soberana.", "en": "Contribute to the consolidation of decolonised education, to ensure a Plurinational State and a society of Vivir Bien that is socially just, productive and sovereign.", "items": [ "Social justice", "Productive capacity", "Sovereignty" ], "takeaway": "Education contributes to a wider social purpose" }, { "id": "objectives", "kind": "responsibilities", "chapter": "Aims & objectives", "title": "Turn purposes into responsibilities.", "subtitle": "Selected national objectives · Article 5", "steps": 4, "refs": "Law No. 070 · selected from 22 objectives, Article 5, pp. 6–9. Paraphrases.", "page": 6, "source": "law", "theme": "light", "viewerPage": 6, "items": [ { "label": "Develop people", "title": "Integral development & critical awareness", "detail": "Theory connected with productive practice.", "ref": "Art. 5(1) · p. 6" }, { "label": "Develop knowledge", "title": "Science and community knowledge", "detail": "Own knowledge in complementarity with wider advances.", "ref": "Art. 5(2) · p. 6" }, { "label": "Share participation", "title": "Families and communities help shape education", "detail": "Policy, planning, monitoring and evaluation.", "ref": "Art. 5(5) · p. 7" }, { "label": "Connect with life", "title": "Production, food and ecological responsibility", "detail": "Community environmental awareness and biodiversity.", "ref": "Art. 5(12) · p. 7" } ] }, { "id": "dimensions", "kind": "dimensions", "chapter": "Aims & objectives", "title": "One learner. Four connected dimensions.", "subtitle": "Ser · Saber · Hacer · Decidir", "steps": 5, "refs": "Curriculum p. 55; pp. 80–81. Simultaneous, interdependent dimensions. Examples are illustrative.", "page": 80, "source": "curriculum", "theme": "light", "items": [ { "label": "SER", "title": "Being", "detail": "Values, identity & relationships", "example": "Cooperate and respect family and community knowledge." }, { "label": "SABER", "title": "Knowing", "detail": "Understanding, analysis & reasoning", "example": "Explain germination and interpret the evidence." }, { "label": "HACER", "title": "Doing", "detail": "Application & productive practice", "example": "Conduct trials and document growth carefully." }, { "label": "DECIDIR", "title": "Deciding", "detail": "Critical judgment & collective action", "example": "Agree on justified recommendations for community needs." } ] }, { "id": "holistic-objective", "kind": "objective", "chapter": "Aims & objectives", "title": "An objective that holds them together.", "subtitle": "Illustrative holistic objective · seed investigation", "steps": 4, "refs": "Author-created example. Objective conventions and dimensions: Curriculum pp. 80–81.", "page": 80, "source": "curriculum", "theme": "light", "items": [ { "label": "SER", "title": "We strengthen cooperation and respect for community knowledge," }, { "label": "SABER", "title": "understand factors affecting seed germination," }, { "label": "HACER", "title": "conduct and document comparative trials of locally used seeds," }, { "label": "DECIDIR", "title": "and agree on evidence-informed recommendations that respond to family and community needs." } ] }, { "id": "levels", "kind": "levels", "chapter": "Aims & objectives", "title": "Keep the levels distinct.", "subtitle": "", "steps": 1, "refs": "Law No. 070, Arts. 4–5, pp. 5–9; Curriculum pp. 80–81. Analytical comparison.", "page": 81, "source": "curriculum", "theme": "light", "items": [ { "label": "Fines", "title": "National social purposes", "detail": "Law 070 · Article 4" }, { "label": "Objetivos", "title": "Educational responsibilities", "detail": "Law 070 · Article 5" }, { "label": "Objetivos holísticos", "title": "Integrated learner development", "detail": "Curriculum · p. 80" }, { "label": "Perfiles de salida", "title": "Capabilities attained at a stage’s end", "detail": "Curriculum · p. 81" } ] }, { "id": "framework-bridge", "kind": "question", "chapter": "Framework", "title": "How does the curriculum make this possible?", "subtitle": "From educational purpose to organised learning", "steps": 2, "refs": "Curriculum pp. 81–93.", "page": 81, "source": "curriculum", "theme": "dark", "items": [ "Knowledge", "Context", "Practice" ] }, { "id": "fields", "kind": "fields", "chapter": "Framework", "title": "Knowledge organised around life.", "subtitle": "", "steps": 4, "refs": "Curriculum pp. 81–82. Field translations; illustrative connections. Areas organise disciplinary content within fields.", "page": 81, "source": "curriculum", "theme": "light", "items": [ { "label": "Vida Tierra Territorio", "title": "Life, Earth & Territory", "detail": "Relationships with Mother Earth and the conditions of life.", "example": "Seed example: soil, water and plant growth." }, { "label": "Ciencia, Tecnología y Producción", "title": "Science, Technology & Production", "detail": "Develop relevant knowledge, technologies and productive capacities.", "example": "Seed example: comparative trials, tools and records." }, { "label": "Comunidad y Sociedad", "title": "Community & Society", "detail": "Community life, communication and social relationships.", "example": "Seed example: family accounts and shared needs." }, { "label": "Cosmos y Pensamiento", "title": "Cosmos & Thought", "detail": "Worldviews, spirituality and mutual intercultural learning.", "example": "Seed example: meanings of care and responsibility." } ] }, { "id": "axes", "kind": "axes", "chapter": "Framework", "title": "What connects the fields?", "subtitle": "", "steps": 4, "refs": "Curriculum pp. 82–84. Integrating axes: condensed labels with working translations.", "page": 82, "source": "curriculum", "theme": "light", "items": [ { "label": "01", "title": "Cultures & languages", "detail": "Intracultural, intercultural and plurilingual education" }, { "label": "02", "title": "Community principles & values", "detail": "Education in sociocommunity principles and values" }, { "label": "03", "title": "Production", "detail": "Education for production" }, { "label": "04", "title": "Mother Earth & community health", "detail": "Education in coexistence with Mother Earth and community health" } ] }, { "id": "context", "kind": "context", "chapter": "Framework", "title": "Common purposes. Local meaning.", "subtitle": "", "steps": 3, "refs": "Curriculum pp. 84–87. Diagram synthesises the relationships; not a replacement for source definitions.", "page": 85, "source": "curriculum", "theme": "light", "items": [ { "label": "Currículo Base", "title": "Common foundations" }, { "label": "Currículo Regionalizado", "title": "Cultural & linguistic context" }, { "label": "Currículo Armonizado", "title": "Integrated curricular content" }, { "label": "Currículo Diversificado", "title": "Planning responsive to local learners and needs" } ] }, { "id": "project", "kind": "project", "chapter": "Framework", "title": "School and community investigate together.", "subtitle": "Proyecto Socioproductivo · in the 2023 document", "steps": 3, "refs": "Curriculum pp. 86–87. 2023 design; not a statement of current annual planning rules.", "page": 86, "source": "curriculum", "theme": "light", "items": [ "A shared concern", "A jointly planned investigation", "A useful contribution" ] }, { "id": "method", "kind": "method", "chapter": "Framework", "title": "Experience becomes informed action.", "subtitle": "", "steps": 4, "refs": "Curriculum pp. 49–50; p. 92. Explanatory cycle; return link and seed examples are syntheses.", "page": 49, "source": "curriculum", "theme": "light", "items": [ { "label": "Práctica", "title": "Practice", "detail": "Begin with experience; investigate.", "example": "Compare planting practices and observe seeds." }, { "label": "Teoría", "title": "Theory", "detail": "Explain and organise understanding.", "example": "Explain germination using observations and science." }, { "label": "Valoración", "title": "Valuation", "detail": "Consider meaning and consequences.", "example": "Consider usefulness, fairness and ecological effects." }, { "label": "Producción", "title": "Production", "detail": "Create a useful result.", "example": "Produce a justified recommendation or record." } ] }, { "id": "assessment", "kind": "assessment", "chapter": "Framework", "title": "Look for development, not just a product.", "subtitle": "", "steps": 3, "refs": "Curriculum pp. 89–93. Qualitative and quantitative evidence; self-assessment and community participation.", "page": 89, "source": "curriculum", "theme": "light", "items": [ { "label": "Before", "title": "Understand the starting point", "detail": "Prior knowledge and existing development." }, { "label": "During", "title": "Notice progress and difficulty", "detail": "Use evidence to adjust teaching." }, { "label": "At closure", "title": "Review integrated development", "detail": "Holistic objectives and exit profiles." } ] }, { "id": "synthesis", "kind": "synthesis", "chapter": "Discussion", "title": "Follow the connection.", "subtitle": "", "steps": 6, "refs": "Author’s synthesis. Curriculum pp. 45–50, 80–93; Law 070, Arts. 4–5.", "page": 45, "source": "curriculum", "theme": "dark", "items": [ { "label": "Philosophy", "title": "Vivir Bien", "detail": "What makes life and relationships worthwhile?" }, { "label": "Aims", "title": "Human & social development", "detail": "What should education contribute to?" }, { "label": "Objectives", "title": "Integral learner development", "detail": "What capacities, qualities and potential should develop?" }, { "label": "Framework", "title": "Knowledge, context & community", "detail": "How should learning be organised?" }, { "label": "Teaching", "title": "Investigation & useful action", "detail": "How can learners connect experience and understanding?" }, { "label": "Assessment", "title": "Evidence & feedback", "detail": "What developed, and what needs to change?" } ] }, { "id": "critical", "kind": "critical", "chapter": "Discussion", "title": "A coherent intention is the start of the inquiry.", "subtitle": "", "steps": 4, "refs": "Analytical questions, not measured findings. Curriculum pp. 47–48, 55–56, 84–86, 89–93.", "page": 89, "source": "curriculum", "theme": "light", "items": [ { "label": "Knowledge dialogue", "title": "Who decides when explanations conflict?", "detail": "Look at classroom discussion, materials and evidence standards." }, { "label": "Local participation", "title": "How much influence does a community have?", "detail": "Compare regional curricula, planning and participant accounts." }, { "label": "Holistic assessment", "title": "How can values and agency be assessed fairly?", "detail": "Inspect criteria, student work, feedback and appeals." }, { "label": "Production & ecology", "title": "How are competing needs negotiated?", "detail": "Investigate decisions and documented social and environmental effects." } ] }, { "id": "sources", "kind": "sources", "chapter": "Discussion", "title": "Return to the documents.", "subtitle": "Primary sources, working translations and explanatory diagrams", "steps": 1, "refs": "Ministerio de Educación (2022), 2023 edition; Estado Plurinacional de Bolivia (2010).", "page": null, "source": "curriculum", "theme": "light" } ], "openingRevision": "community-opening-2026-10-22-v2", "openingIds": [ "scope-family", "scope-school", "regionalised-opening", "quechua-example" ], "updatedNarrationIds": [ "vivir-bien", "family" ], "sequenceRevision": "without-pathways-2026-10-22", "removedSlideIds": [ "scope-pathways" ], "frameworkRevision": "national-framework-explorer-2026-10-22" }