Educación intercultural y Revolución Educativa en Bolivia. Un análisis de procesos de (re)esencialización cultural

Abstract

The article explores the "Education Revolution" in Bolivia, an educational initiative proposing intercultural education as one of its fundamental axes. Based on ethnographic evidence gathered during two years of fieldwork in La Paz between 2008 and 2010, I highlight a fundamental contradiction in this process: I argue that both an increasing inequality gap as well as the (re)essencialization of indigenous cultures are unintended consequences of the Education Revolution.