Utawilaya rural school: A liberating Education in Puno - Peru 1902
This paper details the development of the Indigenous and rural School Utawilaya in the district Chucuito Platera, in the province of Puno- Peru in 1902. Because of the educational, economic, social and political exclusion of the rural population by the State, the teacher Manuel Zuniga Camacho founde...
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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
2021
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| Online Access: | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/4919 |
| _version_ | 1801706200784437248 |
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| author | Ruelas Vargas, David |
| author_facet | Ruelas Vargas, David |
| author_sort | Ruelas Vargas, David |
| collection | OJS |
| description | This paper details the development of the Indigenous and rural School Utawilaya in the district Chucuito Platera, in the province of Puno- Peru in 1902. Because of the educational, economic, social and political exclusion of the rural population by the State, the teacher Manuel Zuniga Camacho founded the Indigenous and rural School with a pedagogical stance towards a liberating education. Zúñiga Camacho considered education as the only way of salvation from exclusion, exploitation and poverty; established by the oligarchs and political bosses. Peruvian historiography agrees that one of the strongest movements in the southern highlands in the early twentieth century was the struggle for education, which was considered as a privilege for the upper class or ruling elite (oligarchy and tyranny). This research work is based on unpublished historical documents, which contribute to the study of the history of Puno. Library research methods and techniques have been applied for reviewing primary and secondary sources leading to analysis and criticism. The marginalization of indigenous peoples is not a current phenomenon; it comes from two hundred years ago within the framework of the republican history. This exclusion underlies the perception (still current) of indigenous people as backward and ignorant, who therefore are not included in the development policies of the Peruvian State. For (Aliaga, 2015) the incidence of poverty, ``on grounds of´´ mother tongue, affects mainly the population with a native language: Quechua or Aymara. Thus, in 2013, poverty affected 35.9 % of the population. The Utawilaya school literacy program included groups of adults and children. The liberating education of Manuel Zúñiga Camacho highlights the following transcendental aspects: people´s liberation, community transformation, awareness, change of reality into an environment without discrimination, exploitation, humiliation and entitled to education. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-4919 |
| institution | Revista Historia de la Educación Latinoamericana |
| language | spa |
| publishDate | 2021 |
| 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-49192023-09-06T20:35:39Z Utawilaya rural school: A liberating Education in Puno - Peru 1902 La Escuela Rural de Utawilaya: Una Educación liberadora desde Puno - Perú 1902 A escola rural de Utawilaya: Una educação de liberação de Puno - Perú 1902 Ruelas Vargas, David Discrimination; education; teaching; school; exclusion; indigenous; rural Social Sciences Discriminación; educación; enseñanza; escuela; exclusión; indígena; rural Educación Discriminação; educação; ensino; escola; exclusão; indígena; rural This paper details the development of the Indigenous and rural School Utawilaya in the district Chucuito Platera, in the province of Puno- Peru in 1902. Because of the educational, economic, social and political exclusion of the rural population by the State, the teacher Manuel Zuniga Camacho founded the Indigenous and rural School with a pedagogical stance towards a liberating education. Zúñiga Camacho considered education as the only way of salvation from exclusion, exploitation and poverty; established by the oligarchs and political bosses. Peruvian historiography agrees that one of the strongest movements in the southern highlands in the early twentieth century was the struggle for education, which was considered as a privilege for the upper class or ruling elite (oligarchy and tyranny). This research work is based on unpublished historical documents, which contribute to the study of the history of Puno. Library research methods and techniques have been applied for reviewing primary and secondary sources leading to analysis and criticism. The marginalization of indigenous peoples is not a current phenomenon; it comes from two hundred years ago within the framework of the republican history. This exclusion underlies the perception (still current) of indigenous people as backward and ignorant, who therefore are not included in the development policies of the Peruvian State. For (Aliaga, 2015) the incidence of poverty, ``on grounds of´´ mother tongue, affects mainly the population with a native language: Quechua or Aymara. Thus, in 2013, poverty affected 35.9 % of the population. The Utawilaya school literacy program included groups of adults and children. The liberating education of Manuel Zúñiga Camacho highlights the following transcendental aspects: people´s liberation, community transformation, awareness, change of reality into an environment without discrimination, exploitation, humiliation and entitled to education. En este manuscrito se presentan datos del desarrollo de la Escuela Rural Indígena de Utawilaya en el distrito de Chucuito Platera de la provincia de Puno - Perú en 1902. Frente a la exclusión educativa, económica, social y política a la población rural, por el Estado, el maestro Manuel Zúñiga Camacho fundó la Escuela Rural Indígena con una postura pedagógica hacia una educación liberadora. Zúñiga Camacho consideraba a la educación como la única forma de salvación, de la exclusión, explotación, y pobreza, implando por los oligarcas y gamonales. La historiografía peruana coincide en afirmar que uno de los movimientos más fuertes en la sierra sur a inicios del siglo XX fue la lucha por la educación, que se consideraba de privilegio para la clase alta o élite gobernante (oligárquico y gamonal). La marginación de los pueblos indígenas no es un fenómeno actual, en el marco de la historia republicana se viene arrastrando desde hace doscientos años. En esta exclusión subyace el concepto que se manejó (y aún se maneja) sobre indígena, que se entiende como lo atrasado, lo ignorante, y por tanto no es incluido en las políticas de desarrollo del Estado peruano. Para Gustavo (2015), la incidencia de la pobreza de acuerdo a la lengua materna de las personas, afecta más a la población que tiene como lengua aprendida en su niñez una lengua nativa: quechua o aimara. Así, en el año 2013, la pobreza afectó al 35,9% de la población. La escuela Utawilaya su programa de alfabetización y lectoescritura abarcó a grupos de adultos y niños. La educación liberadora Manuel Zúñiga Camacho destaca aspectos trascendentales, tales como: liberar a la persona, transformar la comunidad, toma de conciencia, transformar la realidad en un ambiente sin discriminación, explotación, humillación y con derecho a educación. Neste manuscrito detalha o desenvolvimento da Escola Rural Indígena de Utawilaya no distrito Chucuito Platera, da província de Puno - Perú en 1902. De frente ao exclusão educacional, económico, social e política para a população rural, pela Estado. O professor Manuel Zuniga Camacho fundou a Escola Rural Indígena com uma postura pedagógica no sentido de uma educação libertadora. Zúñiga Camacho considerado a educação como o único caminho da salvação exclusão, exploração e pobreza, estabelecida pelos oligarcas e gamonales. A historiografia de Perú concorda dizer que um dos movimentos mais fortes nas terras altas do Sul no início do século XX foi a luta pela educação, que foi considerado de privilegio para a classe alta ou elite dominante (oligárquica e gamonal). Este estudo é realizado com base em documentos históricos inéditos, que contribuem para o estudo da história de Puno. Foi usada a metodologia e técnica de pesquisa de biblioteca em que as fontes primárias e secundárias que levam a análise e crítica são revisados. A marginalização dos povos indígenas não é um fenômeno atual no âmbito da história republicana se arrasta por duzentos anos. Esta exclusão está na base do conceito foi tratado (e ainda funciona) sobre os indígenas, entendido como atrasado, ignorantes, e portanto não está incluído nas políticas de desenvolvimento do Estado peruano. Para (Aliaga, 2015), a incidência da pobreza de acordo com ou “según” a língua materna das pessoas, afeta a população cuja língua aprendida na infância uma língua nativa quíchua ou aimará. Assim, em 2013, a pobreza foi afetado 35,9% da população. A Escola Utawilaya sua programa de alfabetização e lectoescritura abarcou grupos de adultos e crianças. A educação libertadora Manuel Zuniga Camacho destaques aspectos transcendentais tais como: liberar a pessoa, transformando a comunidade, consciência, transformar a realidade em um ambiente sem discriminação, exploração, humilhação e com direito a educação. Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia 2021-04-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html application/vnd.openxmlformats-officedocument.wordprocessingml.document https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/4919 10.19053/01227238.4919 Revista Historia de la Educación Latinoamericana; Vol. 18 No. 27 (2016): Argelia Mercedes Laya López; 243-262 Revista Historia de la Educación Latinoamericana; Vol. 18 Núm. 27 (2016): Argelia Mercedes Laya López; 243-262 2256-5248 0122-7238 spa https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/4919/4628 https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/4919/5792 https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/4919/6895 Copyright (c) 2016 REVISTA HISTORIA DE LA EDUCACIÓN LATINOAMERICANA |
| spellingShingle | Discrimination; education; teaching; school; exclusion; indigenous; rural Social Sciences Discriminación; educación; enseñanza; escuela; exclusión; indígena; rural Educación Discriminação; educação; ensino; escola; exclusão; indígena; rural Ruelas Vargas, David Utawilaya rural school: A liberating Education in Puno - Peru 1902 |
| title | Utawilaya rural school: A liberating Education in Puno - Peru 1902 |
| title_alt | La Escuela Rural de Utawilaya: Una Educación liberadora desde Puno - Perú 1902 A escola rural de Utawilaya: Una educação de liberação de Puno - Perú 1902 |
| title_full | Utawilaya rural school: A liberating Education in Puno - Peru 1902 |
| title_fullStr | Utawilaya rural school: A liberating Education in Puno - Peru 1902 |
| title_full_unstemmed | Utawilaya rural school: A liberating Education in Puno - Peru 1902 |
| title_short | Utawilaya rural school: A liberating Education in Puno - Peru 1902 |
| title_sort | utawilaya rural school a liberating education in puno peru 1902 |
| topic | Discrimination; education; teaching; school; exclusion; indigenous; rural Social Sciences Discriminación; educación; enseñanza; escuela; exclusión; indígena; rural Educación Discriminação; educação; ensino; escola; exclusão; indígena; rural |
| topic_facet | Discrimination; education; teaching; school; exclusion; indigenous; rural Social Sciences Discriminación; educación; enseñanza; escuela; exclusión; indígena; rural Educación Discriminação; educação; ensino; escola; exclusão; indígena; rural |
| url | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/4919 |
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