A hermeneutic look at the transversality of formative research in university teaching in Peru

Valdivia Pinto M.A.; Rivas Briceño E.D.C.; Pinto Sotelo G.A.; Valderrama Zea V.R. · Revista de Ciencias Sociales (2026) · DOI: 10.31876/rcs.v32i3.46097

Resumen

The study was linked to Sustainable Development Goal 4, aimed at ensuring inclusive and quality education, and its purpose was to interpret the cross-cutting nature of formative research in Peruvian university teaching. It was developed using a qualitative, basic research approach with a hermeneutic design. Six university professors with more than five years of experience teaching research courses participated, selected intentionally. Data was obtained through a focus group guided by semi-structured questions and interpreted based on the meanings shared by the participants. The findings revealed insufficient curricular integration, poorly contextualized materials, weak articulation between objectives, strategies, and evaluation, as well as emotional stress associated with teaching load and limited institutional support. The analysis organized the meanings into the categories of clarity, coherence, relevance, and teacher perception. It was concluded that formative research requires cross-cutting institutional leadership that integrates curriculum, pedagogical training, teacher support, critical reflection, and ethical commitment within the university teaching-learning process. Licencia de Creative Commons Atribución 4.0 Internacional (CC BY 4.0) https://creativecommons.org/licenses/by/4.0/deed.es

Instituciones: Universidad Nacional del Altiplano; Universidad César Vallejo