<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582019000200066</article-id>
<article-id pub-id-type="doi">10.15359/ree.23-2.4</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Interpretación de la escuela rural andina encomunidades aimaras de Puno-Perú]]></article-title>
<article-title xml:lang="en"><![CDATA[Interpretation of the andean rural school in aimara communities of Puno-Perú]]></article-title>
<article-title xml:lang="pt"><![CDATA[Interpretação da escola rural andina nas comunidades aymaras de Puno-Peru]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bermejo-Paredes]]></surname>
<given-names><![CDATA[Saúl]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Maquera-Maquera]]></surname>
<given-names><![CDATA[Yanet Amanda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional del Altiplano  ]]></institution>
<addr-line><![CDATA[Puno ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional del Altiplano  ]]></institution>
<addr-line><![CDATA[Puno ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2019</year>
</pub-date>
<volume>23</volume>
<numero>2</numero>
<fpage>66</fpage>
<lpage>80</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582019000200066&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582019000200066&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582019000200066&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo es una aproximación a la comprensión ontológica de la educación desde el pensamiento indígena-aimara. Se aborda desde el paradigma interpretativo y contextual, con el método hermenéutico básicamente, dirigido a la comprensión e interpretación del sentido que confieren a la escuela los grupos líderes comunales y población aimara asentada en la zona sur de Puno-Perú. La información obtenida a través del análisis documental, entrevistas a profundidad marcadas por eventos dialógicos que aseguraron la interacción de igual a igual entre los sujetos interlocutores y, a partir de la experiencia de vida compartida como aimaras (entre autores, autoras y sujetos de estudio), ha permitido establecer, a través del proceso de análisis re-interpretativo (interpretación de la interpretación), como resultados del estudio que, la presencia de la escuela rural andina dirigida y administrada por el Estado peruano se mantiene contraria al sentido que le otorga la comunidad aimara a las expectativas y experiencias de vida particulares, permaneciendo ajena a su cosmovisión, como una entidad excluyente, vertical y rígida. Como conclusión del estudio se tiene que las epistemologías de la esperanza no tienen lugar en el pensamiento aimara, por lo mismo, no desean una escuela para dejar de ser pobres y marginados en un tiempo incierto; la escuela rural, según los aimaras debe dar sentido a la vida, posibilitando el florecimiento pleno del ser para vivir dignamente hoy, mañana y por siempre. De tal manera que la escuela no sea una esperanza del bienestar, sino sea el disfrute emocional permanente (hoy) desde la cual se vive la vida en armonía. Esto implica replantear las concepciones y políticas educativas desde el Estado, de manera que se asegure un proceso permanente de apertura a las formas de vida y pensamiento de las poblaciones indígenas y su reconocimiento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article is an approximation to the ontological understanding of education from the indigenous-Aymara thinking. It is approached from the interpretative and contextual paradigm, basically using the hermeneutical method, aimed at the understanding and interpretation of the meaning that the community leaders and the Aymara population settled in the southern zone of Puno-Peru give to the school. The information was collected through documentary analysis, in-depth interviews marked by dialogical events that ensured equal interaction between the interlocutors, and based on the experience of shared life as Aymara people (between authors, authors and subjects of study). Through the process of re-interpretative analysis (interpretation of the interpretation), the gathered information has allowed establishing, as results of the study, that the presence of the Andean rural school, directed and administered by the Peruvian State, remains contrary to the sense given by the Aymara community to the expectations and experiences of particular life; it also remains as an excluding, vertical and rigid entity, as well as alien to the Aymara cosmovision. The study concludes that the epistemologies of hope have no place in Aymara thought; therefore, they do not want a school to stop being poor and marginalized in an uncertain time. According to the Aymara communities, the rural school should give meaning to life, enabling the full flowering of the being to live with dignity today, tomorrow and forever, in such a way that the school is not a hope of well-being, but rather the permanent emotional enjoyment (today) from which life is lived in harmony. This implies rethinking educational conceptions and policies from the State, ensuring a permanent process of openness and recognition of the ways of life and thought of indigenous populations.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo é uma aproximação a compreensão ontológica da educação a partir do pensamento indígena-aimara. Aborda-se a partir do paradigma interpretativo e contextual, com o método hermenêutico, visando a compreensão e interpretação do significado que os principais grupos comunitários e a população aimara assentada na zona sul de Puno-Peru dão à escola. As informações obtidas por meio da análise documental, entrevistas em profundidade marcadas por eventos dialógicos que garantiram igual interação entre os sujeitos interlocutores e, com base na experiência de vida compartilhada com aimara (entre autores, autores e sujeitos de estudo), permitiu estabelecer, através do processo de análise reinterpretativa (interpretação da interpretação), como resultados do estudo, que a presença da escola rural andina dirigida e administrada pelo Estado peruano é contrária ao significado dado pela comunidade Aimara as expectativas e experiências de vida, permanecendo estranhas à sua visão de mundo, como uma entidade excludente, vertical e rígida. A conclusão do estudo é que as epistemologias da esperança não têm lugar no pensamento aimara, portanto, não querem uma escola para deixar de ser pobre e marginalizada em um tempo incerto; A escola rural, segundo o povo Aimara, deve dar sentido à vida, possibilitando o pleno florescimento do ser, para viver com dignidade hoje, amanhã e sempre. De tal maneira que a escola não seja uma esperança de bem-estar, mas sim o gozo emocional permanente (hoje) do qual a vida é vivida em harmonia. Isso implica repensar as concepções e políticas educacionais do Estado, de modo a assegurar um processo permanente de abertura aos modos de vida e pensamento das populações indígenas e seu reconhecimento.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Escuela rural andina]]></kwd>
<kwd lng="es"><![CDATA[sentido de la educación]]></kwd>
<kwd lng="es"><![CDATA[cosmovisión aimara]]></kwd>
<kwd lng="es"><![CDATA[epistemología de la esperanza]]></kwd>
<kwd lng="en"><![CDATA[Andean rural school]]></kwd>
<kwd lng="en"><![CDATA[sense of education]]></kwd>
<kwd lng="en"><![CDATA[Aymara cosmovision]]></kwd>
<kwd lng="en"><![CDATA[epistemology of hope]]></kwd>
<kwd lng="pt"><![CDATA[Escola rural andina]]></kwd>
<kwd lng="pt"><![CDATA[sentido de educação]]></kwd>
<kwd lng="pt"><![CDATA[cosmovisão aimara]]></kwd>
<kwd lng="pt"><![CDATA[epistemologia da esperança]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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