De la enseñanza árabe-islámica al Vivir bienLos modelos no occidentales de educación frente a las políticas internacionales de lucha contra la pobreza

Abstract

International politics against poverty, which followed after the structural adjustment programs, allowed improved access to education in the countries of the South, but did not eradicate the disparities which were transferred within the school system. Although they are based on theory that focused on a multidimensional correlation between poverty and education, their application programs did not sufficiently take into account the differences between trajectories and between educational projects of the countries in which they intervened. In the face of this tendency, certain countries of the South, which have a close relationship with the international financial institutions, adopted varied diplomatic postures ranging from complicity to confrontation, while looking to develop endogenous education policies different from international paradigms. This is the case of Arab-Islamic teaching in Senegal and the education in Vivir Bien in Bolivia, both thought as ways of non-Western modernities. But these models have difficulty in being integrated into long-lasting state education systems, as shown by the measurements of learning which often remained aligned with international criteria. Focusing on the scientific literature on this subject and from qualitative inquiries in both countries, the article underlines the fragility of the national and international politics in terms of the recognition of the plurality of educational and development models.

Keywords

• Bolivia
• learning
• Poverty
• education
• politics
• paradigms