INDIGENOUS PEOPLE AS SUBJECT TO THE REGULATORY FRAMEWORK OF EDUCATION IN THE PLURINATIONAL STATE OF BOLIVIA

Since the establishment of the Plurinacional State of Bolivia has brought new concepts that are related to changes in the structural arrangement that is underway, particularly in public social policies. Education stands out as the sector that includes the central Idea of "living well" as the axis of the paradigmatic change of the variegated Bolivian society. In this article we propose to work from a perspective that has defined the Education Regulatory Framework from the indigenous/ peasant/indigenous perspective, that is, from the sector of society that Sarzuri-Lima (2016) calls the "part without part" in society. The focus on these subjects is related to the institutional forms that are in tension at this historical moment in Latin America, whether it is the participation of marginalized segments in the globalized capitalist state supported by colonialist, racist and conservative practices. To do this, we draw a synthetic historical line to contribute to this issue remain on the agenda.