| Revista: | Revista historia de la educación latinoamericana |
| Base de datos: | CLASE |
| Número de sistema: | 000363975 |
| ISSN: | 2256-5248 |
| Autors: | Robles Ortiz, Elmer1 |
| Institucions: | 1Universidad Privada Antenor Orrego, Grupo de Investigación HISULA, Trujillo. Perú |
| Any: | 2009 |
| Volum: | 13 |
| Paginació: | 101-127 |
| País: | Colombia |
| Idioma: | Español |
| Tipo de documento: | Artículo |
| Enfoque: | Histórico, analítico |
| Resumen en español | 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 la que están empeñados nuestros pueblos lleva ínsita la formación de la conciencia de tan magna aspiración. De allí su expresión: integración mediante el intelecto, cuyo cultivo es obra de la educación |
| Resumen en inglés | 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 teachinglearning process, university education, and the educational and cultural integration of Latin America |
| Disciplines | Educación |
| Paraules clau: | Historia y filosofía de la educación, Educación superior, Pedagogía, Orrego, Antenor, Pensamiento educativo, Realidad social, Integración latinoamericana, Fines educativos, Agentes educativos, Enseñanza-aprendizaje |
| Text complet: | Texto completo (Ver PDF) |
