The article addresses the ontological understanding of Aymara indigenous education, historical facts and challenges to the political, economic and social system at the beginning of the 20th century, in the Peruvian Altiplano, Puno region. These schools originated clandestinely, due to the educational exclusion of the native Aymara population, generated by the governments of the day. For indigenous teachers, the only way to free themselves from oppression was with the creation of rural schools, which became instruments of liberation from the serfdom and semi-feudal system, established by the gamonales and oligarchic governments. The objective of the study is to identify the origin and challenges of Aymara schools in the Peruvian Andean south of the 20th century, and to contribute to the history of regional and national education, the applied research methodology was the descriptive histor...

La presente tesis de investigación estudia el desarrollo de la “Escuela Rural de Utawilaya y los Adventistas en el Altiplano puneño 1898 – 1920”, de las localidades de Chucuito y Platera de la provincia de Puno – Perú, investigación realizada durante el año 2016. Como actor relevante identificado a Manuel Zúñiga Camacho, que fundó la Escuela Rural Indígena con una postura hacia una educación liberadora y considera a la educación como la única forma de salvación de la exclusión, explotación y pobreza. La metodología de investigación es de tipo cualitativo y diseño histórico, la técnica utilizada es de investigación de biblioteca lo cual está sustentada en base a documentos históricos de fuentes primarias y secundarias. El objetivo general formulado busca conocer el aporte de la Escuela Rural de Utawilaya y los adventistas en el Altiplano puneño 1898 – 192...

The article addresses the ontological understanding of Aymara indigenous education, historical facts and challenges to the political, economic and social system at the beginning of the 20th century, in the Peruvian Altiplano, Puno region. These schools originated clandestinely, due to the educational exclusion of the native Aymara population, generated by the governments of the day. For indigenous teachers, the only way to free themselves from oppression was with the creation of rural schools, which became instruments of liberation from the serfdom and semi-feudal system, established by the gamonales and oligarchic governments. The objective of the study is to identify the origin and challenges of Aymara schools in the Peruvian Andean south of the 20th century, and to contribute to the history of regional and national education, the applied research methodology was the descriptive histor...