Indigenous movements and education in the 20th century in the southern Andean region of Puno, Peru
This research examines the events that occurred in in the Andean state of Puno in southern Peru with the many indigenous movements of the twentieth century, whose intention was to recover their lands and confront gamonalism. To this purpose, they met in assemblies and organized protests an...
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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/9354 |
| _version_ | 1801706213012930560 |
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| author | Ruelas Vargas, David |
| author_facet | Ruelas Vargas, David |
| author_sort | Ruelas Vargas, David |
| collection | OJS |
| description | This research examines the events that occurred in in the Andean state of Puno in southern Peru with the many indigenous movements of the twentieth century, whose intention was to recover their lands and confront gamonalism. To this purpose, they met in assemblies and organized protests and marches. Because gamonales and political and religious authorities did not allow schools in the Andean areas, the indigenous population was clandestinely educated in hidden schools run by Quechua and Aymara-speaking indigenous teachers who, among others, intensified the teaching of Spanish despite the prohibition of books in this language. Indigenous education became the only instrument of liberation available against the abusive and exploitative system of semi-feudal servitude of gamonalism. The central aim of this study was to identify these indigenous movements and their struggle for education. The method was qualitative with historical design and was based on the identification of primary and secondary sources for subsequent interpretation. It was possible to conclude that, as a result of the worldwide demand of wool during the 20th century, the gamonales decided to establish themselves in extensive ranches that they obtained after despoiling the indigenous people of the southern Peruvian Andean region of their lands and cattle. This system allowed them to consolidate their political, economic and ecclesiastical control. Several rebellions broke out against them in different sectors, some of the most outstanding uprisings were those of Juan Bustamante, Teodomiro Gutiérrez Cueva, and Wancho Lima. The decision to create clandestine rural schools by the indigenous peoples was not only a way of emancipation but also the road to the recognition of their fundamental rights and their introduction to the international market. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-9354 |
| 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-93542023-09-06T20:34:12Z Indigenous movements and education in the 20th century in the southern Andean region of Puno, Peru Los movimientos indígenas y la educación del siglo XX en el sur andino puneño, peruano. Movimentos indígenas e educação do século XX no sul andino de Puno, Perú Ruelas Vargas, David school; teaching; indigenous peoples; rebellion; gamonalism escuela; enseñanza; indígena; rebelión; gamonalismo. Artículo escola, ensino, indígena, rebelião, gamonalismo. This research examines the events that occurred in in the Andean state of Puno in southern Peru with the many indigenous movements of the twentieth century, whose intention was to recover their lands and confront gamonalism. To this purpose, they met in assemblies and organized protests and marches. Because gamonales and political and religious authorities did not allow schools in the Andean areas, the indigenous population was clandestinely educated in hidden schools run by Quechua and Aymara-speaking indigenous teachers who, among others, intensified the teaching of Spanish despite the prohibition of books in this language. Indigenous education became the only instrument of liberation available against the abusive and exploitative system of semi-feudal servitude of gamonalism. The central aim of this study was to identify these indigenous movements and their struggle for education. The method was qualitative with historical design and was based on the identification of primary and secondary sources for subsequent interpretation. It was possible to conclude that, as a result of the worldwide demand of wool during the 20th century, the gamonales decided to establish themselves in extensive ranches that they obtained after despoiling the indigenous people of the southern Peruvian Andean region of their lands and cattle. This system allowed them to consolidate their political, economic and ecclesiastical control. Several rebellions broke out against them in different sectors, some of the most outstanding uprisings were those of Juan Bustamante, Teodomiro Gutiérrez Cueva, and Wancho Lima. The decision to create clandestine rural schools by the indigenous peoples was not only a way of emancipation but also the road to the recognition of their fundamental rights and their introduction to the international market. El artículo examina, a través de la investigación, lo sucedido en el sur andino puneño del Estado peruano con los múltiples movimientos indígenas del siglo XX, cuya pretensión era recuperar sus tierras y enfrentar al gamonalismo, para lo cual se reunieron en asambleas y organizaron protestas y marchas. Debido a que los gamonales y las autoridades políticas y religiosas no permitían las escuelas en las áreas andinas, la población indígena se educó clandestinamente en escuelas recónditas conducidas por maestros indígenas de habla quechua y aimara que, entre otras, intensificaron la enseñanza del castellano a pesar de que también estaba prohibido el uso de libros en esa lengua. La educación indígena se convirtió en el único instrumento de liberación disponible frente al sistema de servidumbre semi-feudal del gamonalismo, abusivo y explotador. El objetivo de la investigación fue, pues, identificar dichos movimientos indígenas y su lucha por la educación, y el método utilizado de tipo cualitativo y diseño histórico, partiendo de la identificación de fuentes primarias y secundarias para su interpretación. Fue posible concluir que, producto del requerimiento mundial de lanas durante el siglo XX, los gamonales decidieron establecerse en extensas haciendas mediante el despojo de sus tierras y ganados a los indígenas del sur andino peruano, implantando un sistema que les permitía consolidar su dominio político, económico y eclesiástico. Para hacerles frente estallaron diversas rebeliones en distintos sectores entre las cuales destacan los alzamientos de Juan Bustamante, Teodomiro Gutiérrez Cueva y Wancho Lima. La decisión de crear escuelas rurales clandestinas por parte de la población indígena fue también una forma de liberación, de ejercer sus derechos fundamentales y de concurrir al mercado internacional. _________________________________ Pu kake mapuche xawüluwün ka fantepugen xipantu kimeltuwün wiji pirentu mapu puneño Perugen püle. PIKÜNOGETUN Tüfa chi chijka azkintuy inatuzugun mew chem zugu xipay fijke xawünche tuwlu Puno wiji püle Perú ñi Estado mew epu mari kon chi siglo wigka rakiñ mew. Fey tüfey chi pu xawünche küpa nütufuygün ñi mapu ka ñi kizu günewtuael egün, fey chi zugu mew ta xawüygün nentual chaqtun zugu. Pu gamonales, pu políticos ka religiosos günenielu fey chi ke xipantu mew elukelafuy ñi müleal chijkatuwe ruka zona andina mew, fey mew ta pu indígena quechua ka aimara kimeltuchefe kizuke ejka chijkatuli ñi pu che ejka chijkatuwe ruka mew. Kaxütugefuy ñi chijkatual wigkazugun mew, welu fey chi ejka chijkatuwe mew zoy azümgey ta wigkazugun. Tüfey chi kimeltuwün mew füla ta igkawi pu che ñi müñaluwtual gamonalismo semi-feudal ñi güpanaqümnieetew. Tüfa chi inatuzugun mew kintugey fey ti chi pu indígena xawünche weychalu ta müleal kimeltuwün, küzawgey cualitativo ka diseño histórico zugu mew, kintugey ta wünenke feypilu ka inagechi feypilu fey wüla ta nentugey ta zugu. Feypi chi zugu, rume zuamgelu am kab wajo mapu epu mari siglo wigka rakiñ mew, pu gamonales müntumapufigün ka müntukujiñfigün ta pu indígenas tuwlu wiji mapu püle Perú mew, ñi anümapuael egün füxake mapu mew, femgechi ta günelkaygün zugu ñi wenteleal ka günenieal ta che, günenieal rag ka günenieal kizu egün ñi feyentun. Femgechi ta kaxütual fey chi zugu xipay müfüke malon fijke mapu püle, fey ta üytugeafuy Juan Bustamante ñi malon, Teodoro Gutiérrez Cueva ñi malon, ka Wancho Lima ñi malon. Rakizuammu ta pu indígena ñi nentual ejka chijkatuwe ruka lof mew kafey kejuy ta müñaluwtual, kizu günewtual ka amual kake mapu mew. Zichul zugun:chijkatuwe; kimeltun; indígena; chaqtun; gamonalismo. O artigo examina, através da investigação, o que aconteceu no puneño Andes do sul do Estado peruano com muitos movimentos indígenas do século XX, cujo objetivo era recuperar suas terras e enfrentar o gamonalismo, para os quais eles se reuniram em assembléias e protestos organizados e marchas. Porque gamonales e autoridades políticas e religiosas não permitem que as escolas nas áreas andinas, a população indígena foi educado clandestinamente em escolas remotas conduzidas por professores indígenas de Quechua e Aymara falando, entre outros, que intensificou o ensino do castelhano apesar que o uso de livros nessa língua também era proibido. A educação indígena tornou-se o único instrumento de libertação disponível contra o sistema de servidão semi-feudal do gamonalismo, abusivo e explorador. O objectivo deste estudo era, por conseguinte, para identificar esses movimentos indígenas e sua luta para ensino, e o método de concepção qualitativa e histórico, com base na identificação de fontes primárias e secundárias para interpretação. Foi possível concluir que, como resultado da lã demanda global durante o século XX, os patrões decidiram se estabelecer em grandes propriedades pela desapropriação de suas terras e gado para os índios do sul do Andes do Peru, a implementação de um sistema que lhes permitiu consolidar o seu domínio político, econômico e eclesiástico. Para enfrentar várias rebeliões eclodiram em diversos setores, entre os quais ergue Juan Bustamante, Teodomiro Gutiérrez Cueva e Wanchos Lima. A decisão de criar escolas rurais clandestinas pela população indígena também foi uma forma de libertação, para exercer os seus direitos fundamentais e contribuir para o mercado internacional. Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia 2019-06-26 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Texto Texto Texto Texto application/pdf text/html https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/9354 10.19053/01227238.9354 Revista Historia de la Educación Latinoamericana; Vol. 21 No. 33 (2019): Olivia Arévalo Lomas Revista Historia de la Educación Latinoamericana; Vol. 21 Núm. 33 (2019): Olivia Arévalo Lomas 2256-5248 0122-7238 spa https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/9354/8504 https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/9354/8699 Copyright (c) 2019 JOURNAL HISTORY OF LATIN AMERICAN EDUCATION |
| spellingShingle | school; teaching; indigenous peoples; rebellion; gamonalism escuela; enseñanza; indígena; rebelión; gamonalismo. Artículo escola, ensino, indígena, rebelião, gamonalismo. Ruelas Vargas, David Indigenous movements and education in the 20th century in the southern Andean region of Puno, Peru |
| title | Indigenous movements and education in the 20th century in the southern Andean region of Puno, Peru |
| title_alt | Los movimientos indígenas y la educación del siglo XX en el sur andino puneño, peruano. Movimentos indígenas e educação do século XX no sul andino de Puno, Perú |
| title_full | Indigenous movements and education in the 20th century in the southern Andean region of Puno, Peru |
| title_fullStr | Indigenous movements and education in the 20th century in the southern Andean region of Puno, Peru |
| title_full_unstemmed | Indigenous movements and education in the 20th century in the southern Andean region of Puno, Peru |
| title_short | Indigenous movements and education in the 20th century in the southern Andean region of Puno, Peru |
| title_sort | indigenous movements and education in the 20th century in the southern andean region of puno peru |
| topic | school; teaching; indigenous peoples; rebellion; gamonalism escuela; enseñanza; indígena; rebelión; gamonalismo. Artículo escola, ensino, indígena, rebelião, gamonalismo. |
| topic_facet | school; teaching; indigenous peoples; rebellion; gamonalism escuela; enseñanza; indígena; rebelión; gamonalismo. Artículo escola, ensino, indígena, rebelião, gamonalismo. |
| url | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/9354 |
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