IMPACT OF PERU'S MINEDU MANUALS ON THE TEACHING OF CENTRAL QUECHUA IN BILINGUAL SCHOOLS IN THE ANCASH REGION

Abstract

This study analyzes the impact of teaching materials produced by the Peruvian Ministry of Education (MINEDU) for the teaching of Central Quechua in bilingual and non-bilingual schools in the Áncash region. The research adopts a descriptive and analytical approach, based on documentary analysis, surveys, and semi-structured interviews applied to 19 teachers from twelve educational institutions located in different Quechua-speaking areas of the region. The results indicate that MINEDU materials—such as manuals, dictionaries, and workbooks—contribute positively to strengthening students’ linguistic and cultural identity, as well as to the development of communicative, mathematical, and cognitive skills, due to the inclusion of contextualized images and themes related to Andean life. However, significant limitations were identified, including the use of lexical items unfamiliar to teachers and students, insufficient adaptation to local Quechua varieties, lack of teacher training, and delayed distribution of materials. These factors negatively affect the effectiveness of the teaching–learning process. The study concludes that, while the materials support intercultural bilingual education objectives, their impact could be significantly improved through contextual linguistic adaptation and systematic teacher training.