Are the Arakuaa iya no more? Ways of ‘getting acquainted’ in Guaraní communities in south-east Bolivia

Abstract

This contribution analyses the schooling situation of the Guarani population in South-East Bolivia in relation to the history of colonisation, the constitution of the Bolivian state and the indigenist movement. The relationship between local contexts of Guarani schools and communities and macro-contexts such as the state and international organisations involved in education thus emerges. The relationships between teachers, pupils and parents in rural primary schools are also analysed, highlighting the relationship between social affiliations and the interpretation of cultural content. Finally, the practice of decontextualisation in school texts and its impact on Guarani culture and identity is discussed, highlighting the tensions between visions internal to Guarani society and the educational model imposed by the State.