The significance of education to the Aymara nation
This article deals with the significanceof the education of relevance undertaken by the Aymara nation in the last 100 years of republican life in the Peruvian context. Special attention was given to the department of Puno. For this study, existing historical information was used and it was also poss...
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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
2019
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| Online Access: | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/6994 |
| _version_ | 1801706205624664064 |
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| author | Alanoca Arocutipa, Vicente Mamani Luque, Ofelia Marleny Condori Castillo, Wido Willam |
| author_facet | Alanoca Arocutipa, Vicente Mamani Luque, Ofelia Marleny Condori Castillo, Wido Willam |
| author_sort | Alanoca Arocutipa, Vicente |
| collection | OJS |
| description | This article deals with the significanceof the education of relevance undertaken by the Aymara nation in the last 100 years of republican life in the Peruvian context. Special attention was given to the department of Puno. For this study, existing historical information was used and it was also possible to identify the processes and spaces where, the still alive, demand for education arose. The ethnographic method was used to describe the historical and outstanding scenarios of this process, such as the parameterized schooling; school nuclei; the Puno-Tambopata project; the experience of Bilingual Intercultural Education, and the struggle for and access to higher education. All these facts marked history.
Our purpose was to visualize the significanceof education for the Aymara nation, from the Peruvian context, in search of a solution to the major social, economic, political, and cultural problems facing the country. The struggle for education of relevance, within the framework of the country's development, was initiated in 1902 by Manuel Z and has not yet ceased. Nowadays, the demand focuses on the creation of the Universidad Nacional Autónoma Aymara, that is, higher education of relevance in line with the changes and the pluricultural - multilingual trends. Although this may seem incongruous, it is the dream and aspiration of the Aymara people. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-6994 |
| institution | Revista Historia de la Educación Latinoamericana |
| language | spa |
| publishDate | 2019 |
| 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-69942023-09-06T20:34:37Z The significance of education to the Aymara nation El significado de la educación para la nación Aymara O significado da educação para a nação Aymara Alanoca Arocutipa, Vicente Mamani Luque, Ofelia Marleny Condori Castillo, Wido Willam Journal History of Latin American Education; Aymara nation; education; relevance; Puno; Peru. Revista Historia de la Educación Latinoamericana; nación aymara; educación; pertinencia; Puno; Perú Educación historia aymara Revista História da Educação Latino-americana; nação aymara; educação; pertinência; Puno; Peru. This article deals with the significanceof the education of relevance undertaken by the Aymara nation in the last 100 years of republican life in the Peruvian context. Special attention was given to the department of Puno. For this study, existing historical information was used and it was also possible to identify the processes and spaces where, the still alive, demand for education arose. The ethnographic method was used to describe the historical and outstanding scenarios of this process, such as the parameterized schooling; school nuclei; the Puno-Tambopata project; the experience of Bilingual Intercultural Education, and the struggle for and access to higher education. All these facts marked history. Our purpose was to visualize the significanceof education for the Aymara nation, from the Peruvian context, in search of a solution to the major social, economic, political, and cultural problems facing the country. The struggle for education of relevance, within the framework of the country's development, was initiated in 1902 by Manuel Z and has not yet ceased. Nowadays, the demand focuses on the creation of the Universidad Nacional Autónoma Aymara, that is, higher education of relevance in line with the changes and the pluricultural - multilingual trends. Although this may seem incongruous, it is the dream and aspiration of the Aymara people. El presente artículo aborda el significado de la educación de pertinencia emprendida por la nación Aymara en estos últimos 100 años de vida republicana en el contexto peruano, concretamente centrado en el departamento de Puno. El estudio fue realizado con base en la información histórica existente y fue posible identificar los procesos y espacios donde surgió y persiste la demanda por la educación. Se utilizó el método etnográfico para describir los momentos históricos y resaltantes del proceso, como la dación de las escuelas parametradas; el proceso de los núcleos escolares; el proyecto Puno-Tambopata; la experiencia de Educación Intercultural Bilingüe y la lucha y acceso a la educación superior. Todos estos, hechos que marcaron la historia. El propósito fue visualizar el significado de la educación para la nación Aymara, desde el contexto peruano, como búsqueda de solución a los grandes problemas sociales, económicos, políticos, y culturales que afronta el Perú. La lucha por una educación con sentido de pertinencia en el proceso de desarrollo del país aún no ha cesado, fue iniciado desde 1902 con Manuel Z. Camacho y hoy la demanda se centra en la creación de la Universidad Nacional Autónoma Aymara, es decir, una educación superior con sentido de pertinencia y según los cambios y tendencias pluriculturales y multilingües, aunque podría significar una incongruencia, es el sueño y aspiración de la población aymara. O presente artigo aborda o significado da educação de pertencimento empreendida pela nação aymara, nestes últimos 100 anos de vida republicana no contexto peruano, concretamente centrado no departamento de Puno. O estudo foi realizado com base na informação histórica existente. Foi possível identificar os processos e espaços onde surgiu e onde persiste a demanda por educação. Foi utilizado o método etnográfico, descrevendo os momentos históricos e resultantes do processo, como a oferta de escolas paramentadas; o processo dos núcleos escolares; o projeto Puno-Tambopata; a experiência de Educação Intercultural Bilíngue e a luta e acesso à educação superior. São fatos que marcaram a história. O propósito foi visualizar o significado da educação para a nação aymara a partir do contexto peruano; como busca de solução para os grandes problemas sociais, econômicos, políticos e culturais que afrontam o Peru. A luta por uma educação com sentido de pertencimento no processo de desenvolvimento do país ainda não acabou; teve início em 1902 com Manuel Z. Camacho. Hoje, a demanda é pela criação de uma Universidade Nacional Autônoma Aymara, isto é, uma educação superior com sentido de pertencimento e seguindo as mudanças e tendências pluriculturais e multilíngues, ainda que pudesse significar incongruência, porém é o sonho e a aspiração da população aymara. Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia 2019-04-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion resultado de investigación application/pdf text/html https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/6994 10.19053/01227238.6994 Revista Historia de la Educación Latinoamericana; Vol. 21 No. 32 (2019): Ramón Indalecio Cardozo; 227-246 Revista Historia de la Educación Latinoamericana; Vol. 21 Núm. 32 (2019): Ramón Indalecio Cardozo; 227-246 2256-5248 0122-7238 spa https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/6994/7954 https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/6994/8233 Copyright (c) 2019 Revista Historia de la Educación Latinoamericana |
| spellingShingle | Journal History of Latin American Education; Aymara nation; education; relevance; Puno; Peru. Revista Historia de la Educación Latinoamericana; nación aymara; educación; pertinencia; Puno; Perú Educación historia aymara Revista História da Educação Latino-americana; nação aymara; educação; pertinência; Puno; Peru. Alanoca Arocutipa, Vicente Mamani Luque, Ofelia Marleny Condori Castillo, Wido Willam The significance of education to the Aymara nation |
| title | The significance of education to the Aymara nation |
| title_alt | El significado de la educación para la nación Aymara O significado da educação para a nação Aymara |
| title_full | The significance of education to the Aymara nation |
| title_fullStr | The significance of education to the Aymara nation |
| title_full_unstemmed | The significance of education to the Aymara nation |
| title_short | The significance of education to the Aymara nation |
| title_sort | significance of education to the aymara nation |
| topic | Journal History of Latin American Education; Aymara nation; education; relevance; Puno; Peru. Revista Historia de la Educación Latinoamericana; nación aymara; educación; pertinencia; Puno; Perú Educación historia aymara Revista História da Educação Latino-americana; nação aymara; educação; pertinência; Puno; Peru. |
| topic_facet | Journal History of Latin American Education; Aymara nation; education; relevance; Puno; Peru. Revista Historia de la Educación Latinoamericana; nación aymara; educación; pertinencia; Puno; Perú Educación historia aymara Revista História da Educação Latino-americana; nação aymara; educação; pertinência; Puno; Peru. |
| url | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/6994 |
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