Linguistic competence in Quechua through dialogue: An intercultural educational proposal

Tello L.R.; Cisneros A.A.; Fuentes W.R. · Lengua y Habla (2025)

Resumen

The research aimed to analyze the pedagogical experiences of teachers who teach the Quechua language in rural areas of Huamanga. Using a qualitative approach with in-depth interviews with six teachers specialized in Quechua, we sought to understand communicative competencies through intercultural dialogue in secondary schools. The methodology involved semi-structured interviews with a script designed to gather detailed information about teachers' perceptions and pedagogical practices. The interviews were transcribed and then processed using Microsoft Visio and ATLAS.ti, which enabled the systematic organization and analysis of the data. The findings revealed that teachers employ various pedagogical strategies to promote Quechua learning, emphasizing the importance of intercultural dialogue in the classroom. In conclusion, it was found that the intercultural approach is crucial for strengthening communicative competencies in Quechua, and the need to adopt innovative methodologies that facilitate meaningful language learning in rural settings was highlighted.

Instituciones: Universidad Nacional de San Cristóbal de Huamanga