ANTENOR ORREGO’S EDUCATIONAL THOUGHT
Peruvian thinker Antenor Orrego Espinoza’s work (1892-1960) is beyond dogmas and mental colonialism. With a new vision, he analyzes the historical process of Peru and Latin America in order to both address social problems and seek alternative solutions. Education is among these problems and alternat...
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| Format: | Online |
| Language: | spa |
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Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia
2011
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| Online Access: | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/1536 |
| _version_ | 1801706163869319168 |
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| author | Robles Ortiz, Elmer |
| author_facet | Robles Ortiz, Elmer |
| author_sort | Robles Ortiz, Elmer |
| collection | OJS |
| description | Peruvian thinker Antenor Orrego Espinoza’s work (1892-1960) is beyond dogmas and mental colonialism. With a new vision, he analyzes the historical process of Peru and Latin America in order to both address social problems and seek alternative solutions. Education is among these problems and alternatives, and is linked to its philosophical, sociological, political, and aesthetic ideas. He conceived education as a tool to train cultured people and citizens, end the tyranny of ignorance, and build awareness of our reality and the pressing need to transform it. From his thought, an education emerges completely centered on humankind: an education that reveals students’ potentials and guides and ennobles them into the human development process towards the fullness of the human being; an education imbued with creativity and which drives social change. He believes that, since nature and society are never static, education must be either consequently. Therefore, the school should prepare students’ brains to respond creatively to the evolving problems of their environment and the world. Thus, education will be like life itself: dynamic, ever-flowing, and a continuous revelation. And it must advocate for Latin America integration. He conceives an integrated, dynamic, and flexible university; open to all currents of thought, creator and disseminator of culture, full of authenticity—that must respond to the reality in which it is settled. This article tries to make reflection about Orrego’s educational thought and concerns: its definition and purpose, content and education agents, strategies of teaching-learning process, university education, and the educational and cultural integration of Latin America. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-1536 |
| institution | Revista Historia de la Educación Latinoamericana |
| language | spa |
| publishDate | 2011 |
| publisher | Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-15362023-09-06T20:39:26Z ANTENOR ORREGO’S EDUCATIONAL THOUGHT PENSAMIENTO EDUCATIVO DE ANTENOR ORREGO Robles Ortiz, Elmer Orreguiano Thought Education University training Teacher Professor Education Agents Social Reality Latin American integration. Social Sciences Peruvian thinker Antenor Orrego Espinoza’s work (1892-1960) is beyond dogmas and mental colonialism. With a new vision, he analyzes the historical process of Peru and Latin America in order to both address social problems and seek alternative solutions. Education is among these problems and alternatives, and is linked to its philosophical, sociological, political, and aesthetic ideas. He conceived education as a tool to train cultured people and citizens, end the tyranny of ignorance, and build awareness of our reality and the pressing need to transform it. From his thought, an education emerges completely centered on humankind: an education that reveals students’ potentials and guides and ennobles them into the human development process towards the fullness of the human being; an education imbued with creativity and which drives social change. He believes that, since nature and society are never static, education must be either consequently. Therefore, the school should prepare students’ brains to respond creatively to the evolving problems of their environment and the world. Thus, education will be like life itself: dynamic, ever-flowing, and a continuous revelation. And it must advocate for Latin America integration. He conceives an integrated, dynamic, and flexible university; open to all currents of thought, creator and disseminator of culture, full of authenticity—that must respond to the reality in which it is settled. This article tries to make reflection about Orrego’s educational thought and concerns: its definition and purpose, content and education agents, strategies of teaching-learning process, university education, and the educational and cultural integration of Latin America. Este artículo ensaya una reflexión del pensamiento de Orrego sobre educación, y se refiere a su definición y fines, contenidos y agentes educativos, estrategias del proceso de enseñanza-aprendizaje, educación universitaria, así como a la integración latinoamericana educativa y cultural. Precisamente, el presente trabajo busca reflexionar en torno a los aportes de Orrego en materia educativa, analiza y alcanza unainterpretación de sus principales ideas, ubicándolas en el contexto histórico en el que fueron expuestas, y se las proyecta a nuestros días.Se utiliza una metodología que aborda el pensamiento del autor estudiándolo en la perspectiva de la historia crítica del hecho educativo, y cuyo análisis hace posible encontrar una mirada prospectiva de su pensamiento en este campo. Las fuentes primarias y específicas de nuestro estudio son escasas, pero la producción bibliográfica referida a Orrego está en crecimiento, hecho notorio a partir de la publicación de sus Obras completas que incluyen una dispersión temática sobre educación, sobre todo las tomadas de periódicos y revistas.Nuestro personaje conceptuó a la educación como herramienta para formar alhombre culto y al ciudadano, para terminar con la tiranía de la ignorancia, para formar la conciencia de nuestra realidad, y de la imperiosa necesidad de transformarla. Ubicó al educando en el centro del quehacer pedagógico, para cuya formación se deberían considerar contenidos actualizados, al ritmo del vertiginoso desarrollo científico, poner en práctica métodos dinámicos y contar con docentes de elevada formación.El artículo concluye que la americanización de América, el logro de su conciencia por sí misma, obra del nuevo hombre del continente que surge en medio del crisol de razas y culturas, con su mente fijada aquí, no en espacios foráneos. Sus ideas educacionales están enlazadas con su teoría del pueblo-continente o del integracionismo latinoamericano. Para lograr la unidad de la patria grande, definir la identidad regional,hacer frente al colonialismo mental y la copia simiesca del pensamiento ajeno a lo peruano y latinoamericano, la educación debe jugar rol central. La integración en laque están empeñados nuestros pueblos lleva ínsita la formación de la conciencia de tan magna aspiración. De allí su expresión: integración mediante el intelecto, cuyo cultivoes obra de la educación. Palabras clave: Pensamiento Orreguiano, Educación, Formación Universitaria, Profesor , Maestro, Agentes Educativos, Realidad Social, Integración latinoamericana. Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia 2011-07-07 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/1536 10.19053/01227238.1536 Revista Historia de la Educación Latinoamericana; No. 13 (2009): Nísia Floresta Brasileira Augusta Revista Historia de la Educación Latinoamericana; Núm. 13 (2009): Nísia Floresta Brasileira Augusta 2256-5248 0122-7238 spa https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/1536/1532 Copyright (c) 2009 Journal History of Latin American Education |
| spellingShingle | Orreguiano Thought Education University training Teacher Professor Education Agents Social Reality Latin American integration. Social Sciences Robles Ortiz, Elmer ANTENOR ORREGO’S EDUCATIONAL THOUGHT |
| title | ANTENOR ORREGO’S EDUCATIONAL THOUGHT |
| title_alt | PENSAMIENTO EDUCATIVO DE ANTENOR ORREGO |
| title_full | ANTENOR ORREGO’S EDUCATIONAL THOUGHT |
| title_fullStr | ANTENOR ORREGO’S EDUCATIONAL THOUGHT |
| title_full_unstemmed | ANTENOR ORREGO’S EDUCATIONAL THOUGHT |
| title_short | ANTENOR ORREGO’S EDUCATIONAL THOUGHT |
| title_sort | antenor orrego s educational thought |
| topic | Orreguiano Thought Education University training Teacher Professor Education Agents Social Reality Latin American integration. Social Sciences |
| topic_facet | Orreguiano Thought Education University training Teacher Professor Education Agents Social Reality Latin American integration. Social Sciences |
| url | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/1536 |
| work_keys_str_mv | AT roblesortizelmer antenororregoseducationalthought AT roblesortizelmer pensamientoeducativodeantenororrego |
