Education and historiography in republican Peru. From the myth of literacy to political-cultural perspectives

Abstract

This article reviews and analysis the main research on the history of Peruvian republican education since the 20th century. Its characteristics, problems, and contributions are pointed out, and the changes that have occurred in the 21st century are identified. Unlike the trajectory of Latin American historiography of education, it is argued that in Peru until the end of the 20th century, a liberal institutional perspective dominated with a linear and progressive vision of history that, however, evaluated the development of the Teaching State as deficient. Starting in the 1970s, reflections emerged that sought to professionalize the history of education, and research was carried out that moved away from the liberal institutional framework and paid attention to social issues. Later, in the 21st century, an important quantitative and qualitative change occurred. Research influenced by political-cultural perspectives left aside the liberal institutional model. The development of the school, the trajectories of teachers and the political and national discourses present in school textbooks are studied in relation to politics.