Bolivia – Education, Health, Welfare – Britannica

Traditional culture

Bolivian society embraces a mixture of diverse and extraordinarily rich native Indian cultures as well as the Iberian culture brought by the Spaniards. On religious feast days, for example, pre-Columbian rites are practiced in conjunction with Roman Catholic celebrations, and Aymara, Quechua, and other ethnic groups express themselves through dances and songs that blend indigenous and European influences. During such festivities, symbolic dress shows the Indian interpretation of European attitudes: the dance of the palla-palla caricatures the 16th-century Spanish invaders, the dance of the waka-tokoris satirizes bullfights, and the morenada mocks white men, who are depicted leading imported African slaves. Some highly embroidered and colorful costumes imitate pre-Columbian dress. Many costumes are accompanied by elaborate masks made of plaster, cloth, or tin cans and topped by feather headdresses. The mixture of cultures is also revealed in the music and in the charango, a hybrid instrument that is similar in shape to a guitar, although much smaller; its five double strings resonate on a sound box made from an armadillo shell or a gourd. Other common instruments are the zampoña (panpipes), quena (kena; a notched vertical flute), and percussion instruments of various sizes, including skin drums, bronze gongs, and copper bells. In the lowlands of Santa Cruz and Beni departments, music composed in the 18th century—during the heyday of the Jesuit missions in Latin America—is performed by Guaraní Indians of the Guarayo, Chiquitano, and Mojeno communities.

Highland Indian women in both urban and rural areas still wear traditional multilayered skirts (polleras) and colorful shawls. The shawls may be stuffed with goods being taken to market or with fresh purchases, extra clothing, and a baby, all in a carefully balanced bundle on the back, leaving both hands free. Hats always complete the outfit, their dozens of shapes varying with the different regions of Bolivia and with the marital status of the wearers; for example, in the Quechua town of Tarabuco (near Sucre), single women wear woolen hats, whereas married women don leather hats of a completely different style.

Indians long attempted to imitate Europeans, in custom as well as in dress. However, beginning in the 1940s and especially since the early ’70s, Indian culture and values have been reestablished: traditional music has risen to a higher standard, painters have abandoned the imitation of European fashions, and some of the characteristics of Indian culture have reemerged in the general lifestyle.

SDGs, Targets, and Indicators Analysis

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education
• SDG 5: Gender Equality
• SDG 10: Reduced Inequalities
• SDG 11: Sustainable Cities and Communities
• SDG 16: Peace, Justice, and Strong Institutions
• SDG 17: Partnerships for the Goals

The article discusses the traditional culture of Bolivia, which includes diverse indigenous cultures and the influence of European culture. It also mentions the reestablishment of Indian culture and values in recent years. These issues are connected to various Sustainable Development Goals, including quality education, gender equality, reduced inequalities, sustainable cities and communities, peace, justice, and strong institutions, and partnerships for the goals.

2. What specific targets under those SDGs can be identified based on the article’s content?

• SDG 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles.
• SDG 5.5: Ensure women’s full and effective participation and equal opportunities for leadership at all levels of decision-making in political, economic, and public life.
• SDG 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion, or economic or other status.
• SDG 11.4: Strengthen efforts to protect and safeguard the world’s cultural and natural heritage.
• SDG 16.6: Develop effective, accountable, and transparent institutions at all levels.
• SDG 17.17: Encourage and promote effective public, public-private, and civil society partnerships, building on the experience and resourcing strategies of partnerships.

Based on the article’s content, the specific targets under the mentioned SDGs include ensuring education for sustainable development, promoting women’s participation in decision-making, promoting social inclusion, safeguarding cultural heritage, strengthening institutions, and encouraging partnerships.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• Indicator for SDG 4.7: Proportion of students achieving proficiency in knowledge and skills needed to promote sustainable development.
• Indicator for SDG 5.5: Proportion of seats held by women in national parliaments and local governments.
• Indicator for SDG 10.2: Proportion of people who feel safe walking alone around the area they live.
• Indicator for SDG 11.4: Number of World Heritage sites and cultural events that are protected and safeguarded.
• Indicator for SDG 16.6: Proportion of population satisfied with their last experience of public services.
• Indicator for SDG 17.17: Number of countries implementing relevant policies and institutional frameworks for public-private and civil society partnerships.

The article does not explicitly mention indicators, but based on the identified targets, these indicators can be used to measure progress towards achieving the targets.

SDGs, Targets, and Indicators Table

Source: britannica.com