Comparative analysis on Bilingual Intercultural Education in the Constitutional States of Bolivia, Peru and Ecuador in the XXI century.

Abstract

The objective of the article is to compare Bilingual Intercultural Education (EIB) in the countries of Bolivia, Peru and Ecuador, to show through a qualitative comparative analysis the differences and similarities in educational strategies. In this way, with the consequent methodology, we can make visible the causes of the problems and the solutions in different States, generating a reflection on the educational policies implemented and analyzing their impact. Concluding that Bilingual Intercultural Education has managed to reduce the illiteracy rate in the different States, but has little incidence in terms of the treatment of native languages ​​and ontologies in students at national levels, requiring a review regarding its philosophical construction of the category of interculturality, a substantial modification in the national curriculum and greater training for teachers at all levels of education.