THE school and the community AYMARA (Bolivian case) by Alvaro Omar Tapia Laime school and community school in the Andean sphere becomes an intercultural space, in a place in which the child to from knowledge of its culture known elements of urban or school culture, this contact is highly valued by parents since the school allows children prepared to learn or to confront the Western worldThis knowledge as a tool or weapon in society is highly appreciated by the aymara community, for this reason, when the Bolivian educational reform intended to initially learn the first language found opposition in parents because for them the school must give elements of the new culture and not go back to what is already known: the local culture. The child to aymara or quechua is its cultural counterpart in school, they and their parents expect to obtain the maximum of information and contact with a world that will allow you to obtain economic benefits or prestige 3.2 the Education Bilingual Intercultural (EIB) and the EIB educational reform has not come has have a real intercultural dialogue at the level of knowledge and ways of life, just knowing the native language does not guarantee the complete communication and empathy, we can speak aymara or quechua and continue transmitting key values, ways biased understand culture, etc. Interculturality should be at a level of dialogue of knowledge in which the Andean and the so-called Western exchange values, beliefs, knowledge without losing the identity of each one Denise Arnold points out that many of the materials of the educational reform especially modules are decontextualized and that many times in the use of language rely on a standardized aymara who does not respond to local differences and others also rely on archaisms that already not be used, also claimed that many reform texts not recent historical and ethnographic materials were used and by this present shortcomings and impresiciones the education reform or the current Bill advocated by the Government of Evo Morales, much still must walk to reach a true interculturalism apparently all the money invested and teaching skills have not served much to advance in this Javier Reyes theme different rationales 1 here suggests some tracks to the reasoning of the attitudinal, as a qualitative factor, in the exercise of interculturality. .