Abstract

In the last 15 years, Bolivia has experienced various changes at a political, educational and cultural level reected in the enactment and execution ofnew laws that recongured power relations in Bolivian society, impacting on education and the interactions of the cultural diversity that coexist inBolivia since before the Spanish colony. In this sense, the present articleaims to analyse the power relations around educational interculturality,cultural and reading policies in Bolivia. The method of documentary analy-sis and semi-structured interview is applied to teachers from the rural andurban federation of teachers in the cities of Cochabamba and Santa Cruzde la Sierra. Among the results of the research, the indigenous politicalobjective of the interculturality in the education law is revealed, the Andeancentric image of Bolivia persists, the pattern of colonization at the inter-eth-nic level is repeated, the technical-economic and pedagogical scope of theDepartment of education declines; at the level of teaching updating, politi-cal-ideological dogmatization is imposed to the detriment of pedagogical,didactic, technological and cultural diversity update.