El derecho fundamental a la educación intercultural bilingüe de los pueblos originarios en el Perú
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2019
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Universidad Femenina del Sagrado Corazón
Resumen
La presente tesis aborda la problemática de la eficacia del derecho a la educación intercultural bilingüe, generada por una desvalorización cultural y lingüística por parte del Estado Peruano. De esa manera, se evidencia que no se garantiza su vigencia efectiva de este derecho fundamental en los pueblos originarios donde existe predominancia de una lengua originaria. Esta investigación tiene como objetivo profundizar en el desarrollo jurisprudencial y doctrinario del derecho a la educación intercultural bilingüe para, así, asegurar su vigencia efectiva como derecho autónomo y exclusivo de los pueblos originarios, a partir de un reconocimiento constitucional en un Estado Multicultural, como el nuestro. Para la verificación de lo anteriormente mencionado, he visto la necesidad de analizar de manera sustanciosa el sistema universal y regional de los derechos humanos, la normatividad interna y la jurisprudencia del Tribunal Constitucional Peruano, para determinar la autonomía, contenido y exclusividad del derecho a la educación intercultural bilingüe de los pueblos originarios del Perú. Seguidamente, se ha examinado las legislaciones de Bolivia, Colombia, Ecuador y Paraguay a fin de encontrar elementos comunes para contribuir con el desarrollo normativo de este derecho fundamental. Para culminar la tesis, se presentan las conclusiones y recomendaciones, las cuales incluyen propuestas para realizar cambios en la normatividad interna e implementar políticas públicas que garanticen la educación inicial, primaria, secundaria, superior universitaria y/o técnica desde un enfoque intercultural, a los miembros de los pueblos originarios del Perú.
This thesis addresses the problem of the effectiveness of the right to intercultural bilingual education, generated by a cultural and linguistic devaluation by the Peruvian State. In this way, it is evident that its effective validity of this fundamental right is not guaranteed in the original towns where there is a predominance of an original language. This research aims to deepen the jurisprudential and doctrinal development of the right to bilingual intercultural education in order to ensure its effective validity as an autonomous and exclusive right of the original peoples, based on a constitutional recognition in a Multicultural State, such as ours. For the verification of the aforementioned, I have seen the need to analyze in a substantial way the universal and regional system of human rights, internal regulations and jurisprudence of the Peruvian Constitutional Court, to determine the autonomy, content and exclusivity of the right to Intercultural bilingual education of the native peoples of Peru. In addition, the laws of Bolivia, Colombia, Ecuador and Paraguay have been examined in order to find common elements to contribute to the normative development of this fundamental right. To conclude the thesis, the conclusions and recommendations are presented, which include proposals to make changes in internal regulations and implement public policies that guarantee initial, primary, secondary, university and / or technical education from an intercultural approach, to members of the native peoples of Peru.
This thesis addresses the problem of the effectiveness of the right to intercultural bilingual education, generated by a cultural and linguistic devaluation by the Peruvian State. In this way, it is evident that its effective validity of this fundamental right is not guaranteed in the original towns where there is a predominance of an original language. This research aims to deepen the jurisprudential and doctrinal development of the right to bilingual intercultural education in order to ensure its effective validity as an autonomous and exclusive right of the original peoples, based on a constitutional recognition in a Multicultural State, such as ours. For the verification of the aforementioned, I have seen the need to analyze in a substantial way the universal and regional system of human rights, internal regulations and jurisprudence of the Peruvian Constitutional Court, to determine the autonomy, content and exclusivity of the right to Intercultural bilingual education of the native peoples of Peru. In addition, the laws of Bolivia, Colombia, Ecuador and Paraguay have been examined in order to find common elements to contribute to the normative development of this fundamental right. To conclude the thesis, the conclusions and recommendations are presented, which include proposals to make changes in internal regulations and implement public policies that guarantee initial, primary, secondary, university and / or technical education from an intercultural approach, to members of the native peoples of Peru.
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Derechos humanos, Derecho a la educación, Derecho--Tesis, Política Educacional