Publication: La reforma educativa del gobierno de la fuerza armada del Perú: 1972-1980
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2016-11-30
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Universidad Complutense de Madrid
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Abstract
En la historia peruana contemporánea, la obra en materia de educación del Presidente Ramón Castilla, a mediados del siglo XIX, no tuvo continuadores. Recién a comienzos del siglo XX aparecieron la política educacional como intransferible responsabilidad del Estado y el sistema de educación como un conjunto coherente de principios, normas y lineamientos pedagógicos y políticos que dan sentido y guían la actividad educativa. Los ecos de la polémica decimonónica entre conservadores y liberales, pero, sobre todo, el trauma nacional ocasionado por la derrota en la Guerra con Chile, convencieron al sector lúcido de la clase dominante de que era necesario ir reconstruyendo el país y organizándolo de una manera eficiente para su mejor inserción en el sistema de relaciones a nivel mundial. En la perspectiva de alcanzar este objetivo, la educación debía cumplir un papel de mucha importancia. Así se inició una nueva etapa de la educación peruana. Desde el Gobierno del Presidente José Pardo, entre 1904 y 1908, hasta el del Presidente Fernando Belaúnde, de 1963 a 1968, se dictaron una serie de medidas de desarrollo escolar y mejoramiento pedagógico, que no llegaron a satisfacer, ni cuantitativa ni cualitativamente, el anhelo indetenible y generalizado de educación y cultura de la mayoría de la nación, porque no tomaron en cuenta la realidad social y el ordenamiento institucional en los que se da la actividad educativa, sea esta espontánea o intencional. Durante varias décadas se invocó y se ensalzó a la educación como “milagrosa” herramienta de progreso, pero este estuvo muy lejos de ser alcanzado como meta de realización individual y colectiva. Constatada en 1970 la inoperancia del sistema de educación tradicional a través de un diagnóstico objetivo y rigurosamente fundamentado (el Informe General) sobre el proceso educativo nacional y la realidad social condicionante, el Gobierno militar peruano encabezado, entre 1968 y 1975, por el General Velasco Alvarado tomó la decisión de llevar a cabo una profunda reforma de la educación, partiendo de nuevos fundamentos políticos y educativos.
In the contemporary Peruvian history, the work of the President Ramón Castilla in the field of education, in the middle of the 19th century, had no successors. At the beginning of the 20th century, educational policy, as a nontransferable responsibility of the State, and the education system appeared as a coherent set of principles, rules and guidelines, pedagogical and political which guides and gives meaning to the educational activity. The echoes of the nineteenth-century controversy between Conservatives and Liberals, but, above all, the national trauma caused by the defeat in the War with Chile, persuaded the lucid sector of the ruling class of the need for rebuilding the country and organizing it efficiently for better insertion into the system of relationships around the world. In the perspective of achieving this goal, education should play a role of great importance. As a result, a new phase of Peruvian education began. From Government of President José Pardo, between 1904 and 1908, until Government of President Fernando Belaúnde, from 1963 to 1968, a series of measures for school development and educational improvement was issued. However, it did not satisfy, either quantitative or qualitative, the unstoppable and widespread longing for education and culture of the majority of the nation, because these measures did not take into account the social reality and the institutional system in which the educational activity occurs, whether spontaneous or intentional. For several decades education was invoked and extolled as a "miraculous" tool of progress, nevertheless the latter was far to be achieved as a goal of individual and collective carrying out. The Peruvian military Government, led by General Velasco Alvarado from 1968 to 1975, made the decision to carry out an in-depth reform of education, on the basis of new political and educational foundations, after confirming, in 1970, the ineffectiveness of the system of traditional education by means of a rigorously informed and objective diagnosis of the national educational process and the determinant social reality (the Informe General)...
In the contemporary Peruvian history, the work of the President Ramón Castilla in the field of education, in the middle of the 19th century, had no successors. At the beginning of the 20th century, educational policy, as a nontransferable responsibility of the State, and the education system appeared as a coherent set of principles, rules and guidelines, pedagogical and political which guides and gives meaning to the educational activity. The echoes of the nineteenth-century controversy between Conservatives and Liberals, but, above all, the national trauma caused by the defeat in the War with Chile, persuaded the lucid sector of the ruling class of the need for rebuilding the country and organizing it efficiently for better insertion into the system of relationships around the world. In the perspective of achieving this goal, education should play a role of great importance. As a result, a new phase of Peruvian education began. From Government of President José Pardo, between 1904 and 1908, until Government of President Fernando Belaúnde, from 1963 to 1968, a series of measures for school development and educational improvement was issued. However, it did not satisfy, either quantitative or qualitative, the unstoppable and widespread longing for education and culture of the majority of the nation, because these measures did not take into account the social reality and the institutional system in which the educational activity occurs, whether spontaneous or intentional. For several decades education was invoked and extolled as a "miraculous" tool of progress, nevertheless the latter was far to be achieved as a goal of individual and collective carrying out. The Peruvian military Government, led by General Velasco Alvarado from 1968 to 1975, made the decision to carry out an in-depth reform of education, on the basis of new political and educational foundations, after confirming, in 1970, the ineffectiveness of the system of traditional education by means of a rigorously informed and objective diagnosis of the national educational process and the determinant social reality (the Informe General)...
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Educación, Departamento de Teoría e Historia de la Educación, leída el 19-01-2016