cation in the Period

Peruvian Colonial
 It was a period of Spanish rule in Peru, which began on July 26,

The Colonial
Period 1533 after the death of the Inca Atahualpa

With the entry of the Spanish, the development of the

Spanish settlement in the area dominated until then by the
Inca Empire or Tahuantinsuyo.
The “conquest” or “invasion” by the Spanish made the
natives suffered changes in their form of social, political and
economic through the elimination of the “ayllu”.
The natives came under Spanish rule, losing the majority
of their rights, since the Spanish not only stripped their treasures but
that their lands were also distributed.
The evangelization of the indigenous people, mining exploitation and
establishment of trade between the Crown were the main
tasks carried out by the Spanish during colonization.
 Characteristics of Colonial Education
During the colonial period, colonial education and access to it had the
following characteristics:

Memory Patriarchalist Religious Rigid

Eliti
• Because • The • Women did not • Religiosity was • The students
access tost educational have a main role a fundamental were severely
education was methodology in education, characteristic of disciplined in
a class was based however in some colonial society learning the
privilege, to on the families of and was not lessons taught
which only textual economic power, alien to in class, even
members of the repetition of where for educational going as far as
dominant the lessons reasons of activities. The physical
classes and status, women contents of punishment.
(Spaniards, rich teachings received a type medieval
Creoles and given by the of educational scholastic
Caciques) had teacher. instruction, philosophy
access. The although it was predominate.
social majorities elementary and
were excluded simple.
from receiving ((
education. Y
The learners
• They had a differentiated education according to their origin and
the context in which they lived.
N
The educators
• They were mainly religious who were part of the Jesuits,
Dominicans and Franciscans, however there were also a large
number of lay professors.

The administrators
In general, it was the Spanish government that legislated colonial
education in Peru in general terms, however those norms were
specified by the Peruvian viceroyalty and in the institutions
themselves.
The religious and municipal orders were in charge of
institutions, and were also in charge of programs and projects
related to education.
 Purposes of Colonial Education
Popular colonial education was oriented to:

The evangelization of the aborigines , which was generally carried out

by religious people.

The production of wealth , which took shape in the job training that
was carried out with workers of all races.

Acculturation , which consisted first of teaching Spanish and then of the

customs of Spain.

Elite education was aimed at:

The adequate training of the leading layers and professionals necessary for the
progress of the viceroyalty.
 It spanned from 1533 to Organization and
1551, and was fundamentally
characterized by the process Bonding

STAGES OF COLONIAL EDUCATION

of Christianization and the
fight against idolatries. It is
also called the Evangelization
phase.
Initiation Renewal

It is between the years of

1551 and 1771, in this stage
the Marcos, San Huamanga
and Abad del Abad
like San Universities were founded.
Cristóbal de
San Antonio
Cusco.

((Y
It covered the years 1771 to
1820.
It meant the development of
some changes coming from
the thinking of the European
Enlightenment, to which the
colonial Creole sector had
adhered.
LEVELS OF TEACHING IN THE COLONY
Elementary Education
The conquerors considered that education had a very influential role in consolidating the
colonization process, which is why they began to evangelize the subject people.

The catechism, elementary grammar and mastery of the four operations were
mainly taught.

In the case of noble or wealthy Spaniards, their children received lessons in

their own homes from teachers called ayos, and in the case of Spaniards who did
not belong to the nobility, their children attended schools located in the main
cities.

The children of noble Indians attended special schools, while those from lower
classes, their education was not prioritized.

Women's education was mainly oriented toward domestic and religious activities;
However, some learned to read and write.

Throughout this entire stretch, it is the Jesuits and Franciscans who will make the
most of it for their preaching and catechization.
 The interest of the conquerors in founding a university in the new lands

Higher education
was present from the beginning, however, it was not until May 12, 1551
that the Royal and Pontifical University of Lima was founded, which
would later be called San Marcos.
It was intended for the colonial aristocracy and the children of crown
officials.

The educators were mainly from the Dominican order, lay people and
religious from various orders.
Dogmatic and rote teaching was implemented.

They offered courses in theology, arts, law and medicine.

Bachelor's, master's, and doctor's degrees were awarded to the different

careers.

Other important universities founded in viceregal Peru were:

University of San University of St. University of San

Antonio de Abad in Christopher of Agustín de Arequipa,

((YO
Cusco, in 1598. Huamanga, in 1677. in 1714.
Y l
o
 Intermediate Education
• This educational level appears some time after University Education (Higher) was implemented.
• It was intended for the middle sectors, specifically for mestizo and Creole youth.
• Two types of institutions were founded:
They were addressed to the legitimate children and descendants of the conquerors or those who had
provided important services to the crown.
Religious instruction and knowledge were given according to the role they would play in the
The Senior Colleges
administration of Spanish power.
The schools that stood out were the Royal College of San Martín, the Royal College of San Felipe and
the Royal College of San Marcos.
Schools for children of Caciques
• Catholic doctrine, Castilian grammar, Latin, religious songs, etc. were taught, with the aim of
influencing the indigenous populations that had not yet converted to Catholicism.
• The schools that stood out were El Príncipe de Lima and San Borja del Cusco.

• In addition to these two types of schools, seminaries existed in the colony, which trained future
priests. Among them are Santo Toribio de Mogrovejo (Lima), San Antonio de Abad (Cusco), San
Cristóbal (Huamanga), San Jerónimo (Arequipa), San Marcelo and San Carlos (Trujillo).
 Main Representatives of the
Colonial Education

Pablo de Olavide – Lima (1725 – 1803)

• He proposed a secular university, governed by laws that ensure freedom
of thought and research, and also suggested that only the most capable
and those who could pay for their studies be received.
• He stated that the teaching of science should be considered in the
curriculum.
• According to Olavide, it was necessary to exclude the poor from the
university since they cannot support themselves without help, and the
religious, since he considered them to go against the ideals of the latter.
• He maintained that reforms were not necessary but rather a total and
radical change, so it was essential to remove all the obstacles that
impeded the progress of science.

((Y
 Toribio Rodríguez de Mendoza – Chachapoyas (1750 – 1825)
• He stated that studies should be in accordance with the knowledge of the time and
should not fall behind on matters that are already outdated.
• He considered the teaching of mathematics and experimental physics as
fundamental
• He promoted the creation of new chairs of history and geography of the country in
order to ensure knowledge of the country's own reality.
• According to Rodríguez de Mendoza, in order to teach properly, one had to have
open thinking without demonizing either the new or the old, but choosing what was
best for the students.
• He argued that each student must choose what to study according to his or her
aspirations.