Search

This paper aims to analyze the impact of lockdown on education in the context of social acceleration. In this paper, we address the necessary (re)construction required to enhance the education of adolescents. From this perspective, it examines the potential of the adolescent brain, as advocated by Daniel Siegel. The present study employs a bibliographical research methodology to investigate the impact of social acceleration on education in the aftermath of the lockdown. We emphasize that the adolescent phase is crucial for the development of potentials in the educational context. In this vein, a philosophical analysis of the school is conducted, highlighting it as a space for (re)constructing practices that encourage adolescents to listen to the world around them. Therefore, the school must illuminate the potential of adolescence, such as creativity and openness to novelty, as a space for (re)creating subjects in times of acceleration. [ABSTRACT FROM AUTHOR]

"Intersubjectivity, Empathy and Education. A Phenomenological Approach". The aim of this paper is to describe from a phenomenological perspective: a) the relationships between intersubjectivity and the phenomenon of education; b) empathy as the basis and the foundation of intersubjective relationships; and c) the importance of empathy for education. The thesis to be defended states that every educational process of teaching and learning, whether in school, in the family or in society, needs the experiencing of others and empathy makes it possible to access this sort of experience. This experience is mediated by the body and develops into an intercultural, intersubjective and inter-corporeal dimension. [ABSTRACT FROM AUTHOR]

This paper focuses on the professional trajectory of the belgianperuvian anthropologist and sociologist Juan Ansión. The paper presents his main research interests and their developments over time, from his early work on mythical thought in the Andean world, to his sustained commitment with education in rural communities, the expectations and projects of rural and urban people around education and migration, and the impact of political violence in schools. A topic that intersects those concerns, interculturality, raises from the need to conceptualize a new proposal for understanding and challenging the subordination and discrimination among cultural groups that characterize Peruvian society. Ansión contributed meaningfully in the discussion around interculturality to this day, not limited to education, but including also health and justice. The paper also draws attention to his role as university professor, first in the National University San Cristobal de Huamanga, keeping a long lasting relationship with it, and later the Pontificia Universidad Católica del Peru, where he taught over thirty years. [ABSTRACT FROM AUTHOR]

Taking into account the notion of symbolic market and the view of education as an instrument for social distinction (Bourdieu 2002, 2008a, 2008b, 2013), we approach in this paper the linkages between linguistics and education in Peru. With this view in mind, we analyse the language ideologies that José Jiménez Borja (1901-1982) and Luis Hernán Ramírez (1926-1997) displayed in their academic work. Both scholars have been influential in Peruvian basic education and university instruction, respectively. Our account shows that linguistics has taken a share in disseminating a hierarchic and discriminatory agenda in Peruvian schools and universities. Paramount for this process is a set of ideologies that are still prevailing in Hispanic countries, both in common sense and in the academia. We suggest that a critical and historical approach to the relationship between linguistics and education can enrich the articulation between both fields, in Peru and Latin America. [ABSTRACT FROM AUTHOR]

In this paper, without seeking to be exhaustive, we intend to take a journey which will enable us to see what a concept of education closely linked to the independence of the "voice of reason" has meant in different historical contexts; we understand this independence, very broadly speaking, as a critical capacity which enables us as human beings to be sufficiently free and, if necessary (as it almost always is), to be able to construct autonomously our own judgments in the face of the inertial weight of tradition and the force of the social consensuses which structure the common sense of our time. We can trace this "enlightened tension" through the history of Western thought from Plato to Condorcet, from Kant to Paulo Freire. In this sense, and to conclude, it will be appropriate to assess what role the educational process is taking on in the contemporary era, where the intensive processes of commodification have also come to permeate all aspects of knowledge. [ABSTRACT FROM AUTHOR]

The objective of this paper is to analyze which variables determine that young people who still live with their parents study, work, combine both activities or stay away from them. We are interested in what is it that keeps young people in the educative system, even if they are working, and if there are differences related to gender roles. We work with a model of efficient cooperative negotiation between parents and the son or daughter, and estimate a Multinomial Logit regression with data for urban Peru in the year 2014. We find that young people will stay in the educative system, even if they are working, when their negotiation power at home is high, when their opportunity cost is low, and when their parents have a higher level of education. [ABSTRACT FROM AUTHOR]

This paper presents a genealogy of educational and occupational aspirations, based on the desires of two generations of rural children of Ayacucho. Taking the region's recent turbulent and violent history into account, and other recent structural social changes, the research shows how the aspirations change between both generations, paying special attention to gender differences. Terciary education becomes the most wanted future, while peasant activities almost disappear from desired future lives; in addition, in poorer households girls keep higher aspirations than their male peers. Despite all this, hard evidence shows that tertiary education is rarely reached in Ayacucho, and women still have less opportunity to access and finish secondary and tertiary education. Therefore, this genealogy of desires not only should be seen as a social construction, but also as an expression of voice and agency, where social hierarchies are questioned. [ABSTRACT FROM AUTHOR]

This paper aims to explain and analyze how certain contradiction is manifested in the social identities in the population of the Andean highlands of Arica during the process of implementing the post-Pacific War education, specially in its act of incorporating the policies of the Chilean education in these territories when there was a renewed residue of Peruvian citizenship in the everyday act of this Andean population (currently, northern Chile). In characterizing this process of socio-political and socio-cultural mixtures, I intend to discuss two points: first, that beyond the process itself, there was since before the occupation a Chilean idea of modernity implemented by a liberal ideology that permeated the whole nineteenth century Peruvian society. Second, that there was a dispute of an education beyond the nationalities in conflict as an articulating axis. Since there was a clear involvement of local schools to their designated Andean spaces, I suggest using the idea of modernity that could support this proposal. [ABSTRACT FROM AUTHOR]

The instrumental variables (IV) method has recently become widely popular in applied econometrics. However, recent work in the literature has shown that if instruments do not hold the relevance and exogeneity conditions at least in a «strong» way, the estimation results could be quite different from the population parameters, and an interpretation of the results would be meaningless. This paper presents this problem and shows some recent tests to verify the validity of the instruments employed. Additionally, I apply those tests to the estimation of the effects of child labor and household work on school attainment, by using a sample of 913 children from the Peruvian Living Standard Measurement Survey (LSMS) of 1997 and 2000. In this estimation, the instruments selected passed all the tests of exogeneity and relevance, so we can trust the consistency of these results. They show that household work performed by children has a positive impact on the children's observed educational performance three years later. In addition, the impact of child labor is negative, but it is not significantly different from zero. [ABSTRACT FROM AUTHOR]