Les savoirs scolaires entre mondialisation, décolonisation et hybridation. Modèles de société et éducation à l'environnement en Bolivie

Sophie Lewandowski

Revue Tiers-Monde, 2015, vol. N° 223, issue 3, 67-90

Abstract: Environmental education (EE) has been replaced since the 2000s by education for sustainable development (ESD), in yet another example of the uncertainties of globalized curricula. In some countries, ESD has been rejected in favor of a paradigm which aims at being endogenous and decolonized: Vivir Bien, which puts forth a bio-centered and spiritual vision of the relationship between humans and nature. The case of Bolivia shows that Vivir Bien and its curriculum reform are actually hybrids. On the one hand, they have been created from historical experiences which are due to multiple transnational exchanges, and on the other hand, the teachers involved have heterogeneous perspectives because of their education and the variety of their scientific, religious and environmental beliefs.

Keywords: Knowledge; environment; curriculum reform; policies; development; Bolivia. (search for similar items in EconPapers)
Date: 2015
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