Elizardo Pérez y Avelino Siñani, precursores de la liberación indígena. Warisata y el Parlamento de los amautas.
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| Title: | Elizardo Pérez y Avelino Siñani, precursores de la liberación indígena. Warisata y el Parlamento de los amautas. |
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| Alternate Title: | Lizardo Pérez and Avelino Siñani, precursors of indigenous liberation. Warisata and the Parliament of the Amautas. Elizardo Pérez e Avelino Siñani: Precursores da libertação indígena. Warisata e o parlamento dos amautas. |
| Authors: | Sepúlveda, Juan Guillermo Mansilla1 |
| Source: | Journal History of Latin American Education / Revista Historia de la Educación Latinoamericana. ene-jun2023, Vol. 25 Issue 40, p109-126. 18p. |
| Subject Terms: | *Multicultural education, *Documentary television programs, Consciousness raising, Social forces, United States history, Indigenous peoples |
| Abstract (English): | Objective: To learn about the pedagogical project of indigenous and peasant education of Elizardo Pérez and Avelino Siñani, founders of the "Ayllu School" of Warisata in Bolivia. Originality/Contribution: we carried out a comprehensive review and systematization of primary and secondary sources of an unknown subject in the history of Latin American pedagogy. By making visible one of the first intercultural pedagogical experiences in Bolivia, we seek to raise awareness among educators, who work in territories with high indigenous density. Method: qualitative approach based on a hermeneutic paradigm and descriptive scope. The design corresponds to a bibliographic review based on the triangulation of different sources. Strategies/Data collection: Information is transformed into data, and data into knowledge through the filing of letters, archival documents, photographs, books, digital press, television documentaries and indexed scientific articles. The analysis is qualitative in nature. Conclusions: The "Ayllu School" of Warisata emerged in the context of a struggle of very unequal antagonistic social and political forces between the latifundista class and the indigenous peoples. Elizardo Pérez and Avelino Siñani were referents of indigenous and intercultural education in Bolivia, Latin America and the Caribbean. They were a paradigm of indigenous communitarianism, reciprocity and the ethos of Aymara wisdom. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Objetivo: Conocer el proyecto pedagógico de educación indígena y campesina de Elizardo Pérez y Avelino Siñani a partir de la fundación de la "Escuela Ayllu" de Warisata en Bolivia. Originalidad/aporte: Se realizó una exhaustiva revisión y sistematización de fuentes primarias y secundarias de una temática desconocida en la historia de la pedagogía latinoamericana. Al visibilizar una de las primeras experiencias pedagógicas interculturales en Bolivia, se busca sensibilizar a los educadores y educadoras que se desempeñan profesionalmente en territorios con alta densidad indígena. Método: Cualitativo desde un paradigma hermenéutico y con alcances descriptivos. El diseño corresponde a una revisión bibliográfica a partir de la triangulación de diversas fuentes. Estrategias/recolección de información: La información se transforma en datos, y los datos en conocimiento a través del fichaje de cartas, documentos de archivos, fotografías, libros, prensa digital, documentales de televisión y artículos científicos indexados. El análisis desarrollado es de contenido cualitativo. Conclusiones: La "Escuela Ayllu" de Warisata surgió en el contexto de una lucha de fuerzas sociales y políticas antagónicas muy desiguales entre la clase latifundista y los pueblos indígenas. Elizardo Pérez y Avelino Siñani fueron referentes de la educación indígena e intercultural en Bolivia y América Latina y el Caribe. Fueron un paradigma del comunitarismo indígena, la reciprocidad y el ethos de la sabiduría aymara. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Objetivo: conheça o projeto pedagógico de educação indígena e camponesa de Elizardo Pérez e Avelino Siñani desde a fundação da "Escola Ayllu" de Warisata na Bolívia. Originalidade/contribuição: Foi realizada uma exaustiva revisão e sistematização de fontes primárias e secundárias de um tema desconhecido na história da pedagogia latino-americana. Visibiliza uma das primeiras experiências pedagógicas interculturais na Bolívia, com isso busca sensibilizar educadores que atuam profissionalmente em territórios de alta densidade indígena. Método: Qualitativo a partir de um paradigma hermenêutico e com alcance descritivo. O desenho corresponde a uma revisão bibliográfica baseada na triangulação de várias fontes. Estrategias/coleta de datos: A informação se transforma em dados e os dados em conhecimento por meio da assinatura de cartas, documentos de arquivo, fotografias, livros, imprensa digital, documentários de televisão e artigos científicos indexados. A análise desenvolvida é de conteúdo qualitativo. Conclusões: A "Escola Ayllu" de Warisata surgiu no contexto de uma luta de forças sociais e políticas antagônicas altamente desiguais entre a classe latifundiária e os povos indígenas. Elizardo Pérez e Avelino Siñani foram referentes relevantes da educação indígena e intercultural na Bolívia e na América Latina e Caribe. Era um paradigma do comunitarismo indígena, da reciprocidade e do ethos da sabedoria aimará. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | Objective: To learn about the pedagogical project of indigenous and peasant education of Elizardo Pérez and Avelino Siñani, founders of the "Ayllu School" of Warisata in Bolivia. Originality/Contribution: we carried out a comprehensive review and systematization of primary and secondary sources of an unknown subject in the history of Latin American pedagogy. By making visible one of the first intercultural pedagogical experiences in Bolivia, we seek to raise awareness among educators, who work in territories with high indigenous density. Method: qualitative approach based on a hermeneutic paradigm and descriptive scope. The design corresponds to a bibliographic review based on the triangulation of different sources. Strategies/Data collection: Information is transformed into data, and data into knowledge through the filing of letters, archival documents, photographs, books, digital press, television documentaries and indexed scientific articles. The analysis is qualitative in nature. Conclusions: The "Ayllu School" of Warisata emerged in the context of a struggle of very unequal antagonistic social and political forces between the latifundista class and the indigenous peoples. Elizardo Pérez and Avelino Siñani were referents of indigenous and intercultural education in Bolivia, Latin America and the Caribbean. They were a paradigm of indigenous communitarianism, reciprocity and the ethos of Aymara wisdom. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01227238 |
| DOI: | 10.19053/01227238.16253 |
