La propuesta educativa del gobierno de Manuel A. Odría. Contexto económico y político
Date
2020-12-16
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Universidad Nacional de Educación Enrique Guzmán y Valle
Abstract
El objetivo de este trabajo de investigación el contexto internacional de los antecedentes (193048) del periodo estudiado se caracteriza por la Gran Depresión de 1929-30, las políticas orientadas a atenuar sus efectos como la nacionalización del petróleo y la fundación del Fondo Monetario Internacional, gestación de la Tercera Revolución Industrial, consolidación de la hegemonía económica mundial de los Estados Unidos, mayor gasto social de los gobiernos, desarrollo del sindicalismo, firma de la Declaración Universal de los Derechos Humanos, Guerra Civil Española, algunas dictaduras en América Latina, Segunda Guerra Mundial, creación de la ONU y de la UNESCO y desarrollo de la física cuántica.
En el plano nacional, fueron importantes c de los antecedentes del periodo estudiado, la consolidación imperialista en la economía nacional, la crisis rural y financiera, la paulatina recuperación económica a partir de 1935, el inicio de las migraciones del campo a la ciudad, el desarrollo de la clase media, el tercer militarismo, la nueva Constitución Política de |933, los gobiernos de Benavides, Manuel Prado y Bustamante, la guerra entre Perú y Ecuador en 1941 y la expansión de la cobertura educativa.
El contexto internacional del periodo estudiado (1948-56) se caracterizó por la destrucción de la infraestructura productiva, los Estados Unidos y la URSS como potencias económicas mundiales, aplicación del Plan Marshall, desarrollo de la seguridad social, paulatino proceso de descolonización, auge de los valores democráticos, movimientos migratorios y avances científicos.
En el contexto nacional, las grandes obras públicas, tendencia a una economía liberal, significativo crecimiento económico, auge del gasto social, reformas electorales, creación del Fondo de Educación Nacional y desarrollo de la educación rural.
La Reforma Educativa durante el Ochenio, es importante, si se toma en cuenta su finalidad de modernizar la educación nacional y el objetivo de construir la infraestructura necesaria con sentido estratégico. Asimismo, la Escuela Nueva, del trabajo y la educación tecnicista como concepciones pedagógicas, la reforma de los contenidos educativos, la mejora de la formación docente y de sus sueldos, la reforma del sistema de estudios, sobre todo de la educación técnica y de la educación rural, los métodos pedagógicos empírico-experimentales y de proyectos, el gran desarrollo de la infraestructura y el equipamiento educativo.
The objective of this research work, the international context of the background (1930-48) of the period studied is characterized by the Great Depression of 1929-30, the policies aimed at mitigating its effects such as the nationalization of oil and the foundation of the International Monetary Fund, gestation of the Third Industrial Revolution, consolidation of the world economic hegemony of the United States, greater social spending by governments, development of trade unionism, signing of the Universal Declaration of Human Rights, Spanish Civil War, some dictatorships in Latin America, Second World War, creation of the UN and UNESCO and development of quantum physics. At the national level, important c of the antecedents of the period studied were the imperialist consolidation in the national economy, the rural and financial crisis, the gradual economic recovery from 1935, the beginning of migrations from the countryside to the city, the development of the middle class, the third militarism, the new Political Constitution of |933, the governments of Benavides, Manuel Prado and Bustamante, the war between Peru and Ecuador in 1941 and the expansion of educational coverage. The international context of the period studied (1948-56) was characterized by the destruction of the productive infrastructure, the United States and the USSR as world economic powers, the application of the Marshall Plan, the development of social security, the gradual process of decolonization, the rise of democratic values, migratory movements and scientific advances. In the national context, the great public works, trend towards a liberal economy, significant economic growth, rise in social spending, electoral reforms, creation of the National Education Fund and development of rural education. The Educational Reform during the Eighth Year is important, if one takes into account its purpose of modernizing national education and the objective of building the necessary infrastructure with a strategic sense. Likewise, the New School, of work and technical education as pedagogical conceptions, the reform of educational content, the improvement of teacher training and their salaries, the reform of the study system, especially of technical education and rural education, empirical-experimental pedagogical methods and projects, the great development of infrastructure and educational equipment.
The objective of this research work, the international context of the background (1930-48) of the period studied is characterized by the Great Depression of 1929-30, the policies aimed at mitigating its effects such as the nationalization of oil and the foundation of the International Monetary Fund, gestation of the Third Industrial Revolution, consolidation of the world economic hegemony of the United States, greater social spending by governments, development of trade unionism, signing of the Universal Declaration of Human Rights, Spanish Civil War, some dictatorships in Latin America, Second World War, creation of the UN and UNESCO and development of quantum physics. At the national level, important c of the antecedents of the period studied were the imperialist consolidation in the national economy, the rural and financial crisis, the gradual economic recovery from 1935, the beginning of migrations from the countryside to the city, the development of the middle class, the third militarism, the new Political Constitution of |933, the governments of Benavides, Manuel Prado and Bustamante, the war between Peru and Ecuador in 1941 and the expansion of educational coverage. The international context of the period studied (1948-56) was characterized by the destruction of the productive infrastructure, the United States and the USSR as world economic powers, the application of the Marshall Plan, the development of social security, the gradual process of decolonization, the rise of democratic values, migratory movements and scientific advances. In the national context, the great public works, trend towards a liberal economy, significant economic growth, rise in social spending, electoral reforms, creation of the National Education Fund and development of rural education. The Educational Reform during the Eighth Year is important, if one takes into account its purpose of modernizing national education and the objective of building the necessary infrastructure with a strategic sense. Likewise, the New School, of work and technical education as pedagogical conceptions, the reform of educational content, the improvement of teacher training and their salaries, the reform of the study system, especially of technical education and rural education, empirical-experimental pedagogical methods and projects, the great development of infrastructure and educational equipment.
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Citation
Malca Espinoza, J. A. (2020). La propuesta educativa del gobierno de Manuel A. Odría. Contexto económico y político (Monografía de pregrado). Universidad Nacional de Educación Enrique Guzmán Valle, Lima, Perú.