The leitmotiv of this article is testing ideas about the discourse of ethics and the importance of their impact both on the dynamics of teaching-learning process in the exercise of the tutorial, in order to realize an adequate education educational content that involves not only conceptual and practical skills but also values for integration and promotion, from the classroom space, the human in society under the legal norms of democratic rule of law.

The following article approaches the effects of the impact of globalization on the educational reality in Peru. The analysis begins with a historical approach on globalization; immediately afterwards the repercussions in the educational context are evaluated, then there is a critique of the merchandizing of the educational process and finally there are some ideas for an educational national project in favour of the socioeconomic development of Peru.

This article discusses the new challenges for the teacher and the pedagogical activity in the globalization context, with a special focus on technological expansion, informatics and digital era. In the first section the global positioning of the knowledge society is analyzed. Then, we focus on the importance of technology products and tools necessary for an adequate and effective teaching-learning process in the classroom. Also, there will be a detailed analysis on the characteristics of current technology creation, with a special focus on the teacher and the students creative performance. Finally, we discuss seven challenges for the teacher of the new century with the intention of enabling an effective impact on the educational process in the dynamics of the global village.

El presente ensayo aborda las principales tesis que componen el discurso pedagógico de José María Arguedas y su influencia directa en el proceso histórico de la educación peruana. Se analizará la estructura sistémica del programa arguediano en la dinámica de las esferas de lo político, económico, social y cultural, como correlato de los cambios y transformaciones acaecidas en nuestro país, con el objetivo de hilvanar un soporte teórico necesario para la comprensión de los procesos de enseñanza-aprendizaje en el contexto de la globalización.

This essay addresses the main theses that comprise pedagogical discourse of José María Arguedas and its direct influence on the historical process of Peruvian education. It will analyze program structure Arguedian systemic dynamics in the areas of political, economic, social and cultural, as a correlate of the changes and transformations in our country, aiming to weave theoretical support necessary for the understanding of the teaching-learning processes in the context ofglobalization.

El presente ensayo aborda las principales tesis que componen el discurso pedagógico de José María Arguedas y su influencia directa en el proceso histórico de la educación peruana. Se analizará la estructura sistémica del programa arguediano en la dinámica de las esferas de lo político, económico, social y cultural, como correlato de los cambios y transformaciones acaecidas en nuestro país, con el objetivo de hilvanar un soporte teórico necesario para la comprensión de los procesos de enseñanza-aprendizaje en el contexto de la globalización.

This essay addresses the main theses that comprise pedagogical discourse of José María Arguedas and its direct influence on the historical process of Peruvian education. It will analyze program structure Arguedian systemic dynamics in the areas of political, economic, social and cultural, as a correlate of the changes and transformations in our country, aiming to weave theoretical support necessary for the understanding of the teaching-learning processes in the context ofglobalization.