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Marín, C., (2020). Incidencia de los valores teleológicos en la filosofía de la educación peruana a inicios del Siglo XXI [Universidad Andina del Cusco]. https://hdl.handle.net/20.500.12557/4315
Marín, C., Incidencia de los valores teleológicos en la filosofía de la educación peruana a inicios del Siglo XXI []. PE: Universidad Andina del Cusco; 2020. https://hdl.handle.net/20.500.12557/4315
@phdthesis{sunedu/3054816,
title = "Incidencia de los valores teleológicos en la filosofía de la educación peruana a inicios del Siglo XXI",
author = "Marín Benítez, Ciro",
publisher = "Universidad Andina del Cusco",
year = "2020"
}
Title: Incidencia de los valores teleológicos en la filosofía de la educación peruana a inicios del Siglo XXI
Authors(s): Marín Benítez, Ciro
Advisor(s): Aguirre Espinoza, Edwards Jesús
Keywords: Teleología; Axiología; Filosofía de la educación
OCDE field: https://purl.org/pe-repo/ocde/ford#5.03.00
Issue Date: 23-Dec-2020
Institution: Universidad Andina del Cusco
Abstract: Actualmente en el Perú, se tiene la inexacta concepción de lo que es la filosofía,
inculcándose que este conocimiento fundamentada en la razón, tiene orígenes exclusivamente
greco romanos. El pensamiento filosófico es inherente a todos, entonces, la razón es universal,
no es exclusivamente europea. Esto motiva que la filosofía en estas latitudes sea considerada,
un saber abstracto y desvinculado de la realidad, priorizando el estudio de las ciencias que
estudian conocimientos particulares, así la filosofía queda desligada de las ciencias, con efectos
negativos en la educación peruana. Al analizar la actual educación peruana, notamos que se
desenvuelve dentro de una matriz social, donde existe una cultura que subyuga, y otra que es
subyugada, basado en la diferenciación de rasgos somáticos de la especie humana, que vive en
una pugna permanente por subsistir, los dominadores aplican una Filosofía de la educación
restringida, formando individuos sumisos adecuados para sus intereses de mantenerlos sumidos
en una educación que resulta contraria a los intereses de las grandes mayorías considerados
subdesarrolladas. La metodología aplicada en esta tesis por su carácter filosófico es cualitativo,
que se enmarca en el Perú a inicios del siglo XXI desarrollando categorías de filosofia,
axiología teleología; filosofia de la educación y sus problemas y la concepción filosófica
predominante. Para lo cual se recurrió a textos especializados; programas educativos; normas
vigentes y tópicos esenciales para la formación esencial del educando. Con esta investigación
se identificaron incongruencias en las corrientes pedagógicas, porque están adecuadas a las
demandas del modelo neoliberal y desfavorables para la educación Peruana.
Currently in Peru there is an inaccurate conception of what philosophy is, inculcating that this knowledge, based on reason, has exclusively Greco-Roman origins. Philosophical thought is inherent in everyone, so the reason is universal, it is not exclusively European. This motivates philosophy in these latitudes to be considered, an abstract knowledge and disconnected from reality, prioritizing the study of sciences that study particular knowledge, thus philosophy is disconnected from science, with negative effects on Peruvian education. When analyzing current Peruvian education, we note that it develops within a social matrix, where there is a culture that subjugates, and another that is subjugated, based on the differentiation of somatic features of the human species, which lives in a permanent struggle to survive. , the dominators apply a restricted Philosophy of education, forming submissive individuals suitable for their interests to keep them immersed in an education that is contrary to the interests of the great majority considered underdeveloped. The methodology applied in this thesis is qualitative due to its philosophical character, which is framed in Peru at the beginning of the XXI century, developing categories of: philosophy, axiology, teleology; philosophy of education and its problems and the prevailing philosophical conception. For which specialized texts were used; Educational programs; current norms and essential topics for the essential formation of the student. With this research, incongruities were identified in the pedagogic currents because they are adequate to the demands of the neoliberal model and unfavorable for Peruvian education.
Currently in Peru there is an inaccurate conception of what philosophy is, inculcating that this knowledge, based on reason, has exclusively Greco-Roman origins. Philosophical thought is inherent in everyone, so the reason is universal, it is not exclusively European. This motivates philosophy in these latitudes to be considered, an abstract knowledge and disconnected from reality, prioritizing the study of sciences that study particular knowledge, thus philosophy is disconnected from science, with negative effects on Peruvian education. When analyzing current Peruvian education, we note that it develops within a social matrix, where there is a culture that subjugates, and another that is subjugated, based on the differentiation of somatic features of the human species, which lives in a permanent struggle to survive. , the dominators apply a restricted Philosophy of education, forming submissive individuals suitable for their interests to keep them immersed in an education that is contrary to the interests of the great majority considered underdeveloped. The methodology applied in this thesis is qualitative due to its philosophical character, which is framed in Peru at the beginning of the XXI century, developing categories of: philosophy, axiology, teleology; philosophy of education and its problems and the prevailing philosophical conception. For which specialized texts were used; Educational programs; current norms and essential topics for the essential formation of the student. With this research, incongruities were identified in the pedagogic currents because they are adequate to the demands of the neoliberal model and unfavorable for Peruvian education.
Link to repository: https://hdl.handle.net/20.500.12557/4315
Discipline: Ciencias de la Educación
Grade or title grantor: Universidad Andina del Cusco. Escuela de Pos Grado
Grade or title: Doctor en Ciencias de la Educación
Juror: Pacheco Luza, Edgard Fernando; Castro Cuba Barineza, Isaac Enrique; Masías Ynocencio, Ysabel; Cuba Esquivel, Amadeo
Register date: 15-Dec-2021; 15-Dec-2021
This item is licensed under a Creative Commons License