The education of intellectuals in Peru between 1910 and 1923, helped develop a very close relationship between intelligence and ethics through persuasion for the nonviolent and highly rational performative action and Panamerican community. Process marked by the presence in a West mentality, oriented enthusiasm to achieve better standards of democratic and modern life through the expansion of the progress, between 1870 and 1920. Reflecting this ultimate in mass media communication, railroads, newspapers, political participation, the expansion of work and the improvement of the quality of life. The Peruvian intellectuals and politicians at the beginning of the twentieth century reinforced this situation, guided by the changes in American society and influenced so, they translated this for the Peruvian case. Which is reflected in the action of the rector of Cusco: Dr. Giesecke.

La educación de los intelectuales en el Perú entre los años 1910 y 1923, contribuyó a desarrollar un vínculo muy estrecho entre inteligencia y ética a través de la persuasión, para la acción performativa no violenta y altamente racional, en la comunidad nacional y Panamericana. Proceso marcado por una mentalidad presente en occidente orientada por el entusiasmo de alcanzar mejores estándares de vida democrática y moderna por medio de la expansión del progreso entre 1870 y 1920. Reflejándose esto último en la difusión de los medios de comu nicación, la participación en la política, la ampliación del trabajo y en la mejora de la calidad de vida. En el Perú los intelectuales y políticos de inicios del siglo XX reforzaron dicha situación, orientados por los cambios vividos en la sociedad norteamericana e influyeron para que se tradujeran para el caso peruano. Lo cual se...

The article covers two centuries of the history of public education in Peru, focusing on the relationship between the intellectual and political debates on education and pedagogical orientations, social dynamics, government initiatives, and the characteristics of the implementation of educational policies. We examine the political and cultural tensions in defining the orientations of education between 1821 and 1905, and their continuity from 1905 to the beginning of the 1950s, the  relationship with external pedagogical trends, as well as the influence of indigenism on educational policies. Next, we study the confluence between the developmentalist discourse, the expansion of the State and the demands of new political forces, driving the massification of education until the end of the twentieth century. We conclude with the educational policies in this century, that fail to solve fa...