Indigenous Schools in Paraguay: The long road to their own curriculum

On the International Day of Indigenous Peoples, August 9, community leaders in Paraguay are renewing their call for a long-overdue educational reform: a dedicated curriculum that safeguards their distinct cultures, traditions, and languages within the school system.

Paraguay is home to 684 educational institutions operating within indigenous territories, recognized by the Ministry of Education and Science (MEC). While the country boasts pioneering legislation, such as the 2007 Law on Indigenous Education, the practical implementation in classrooms lags significantly behind the legal framework. Indigenous leaders, educators, and supervisors report that the official curriculum offers a superficial treatment of their history and worldview.

Alfredo Napoleón Torales, an Ache leader from Curuguaty, expressed concern over the state's meager investment in indigenous education. He stated that despite laws promoting non-discrimination and the inclusion of indigenous culture, there is a vast gap between policy and practice. Germán Ayala, an Mbya Guaraní teacher and supervisor in the Itapúa department, echoed this sentiment, noting that the curriculum often focuses narrowly on the Guaraní people, overlooking the diversity of Paraguay's 19 distinct indigenous groups spread across five linguistic families.

The financial situation further exacerbates the issue. Indigenous communities require approximately G. 21 billion for teacher salaries alone. However, only G. 3 billion has been approved for 2026, and this amount has yet to be disbursed, despite the academic year concluding in late November.

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There are many laws that protect non-discrimination, school coverage, and the promotion of indigenous culture in classrooms, but there is a long way from saying to doing.