Incorporación del idioma quechua en las unidades de aprendizaje en la Institución Educativa N° 38254/Mx-P "Luis Cavero Bendezú", Huanta 2025.
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2026-08-24
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El presente trabajo de investigación tuvo como objetivo describir el nivel de incorporación del idioma quechua en las unidades de aprendizaje en la institución educativa N.° 38254/Mx-P Luis Cavero Bendezú del distrito de Huanta, durante el año 2025. La investigación fue cuantitativa, básica, nivel descriptivo, no experimental, diseño descriptivo simple. La población estuvo conformada por 35 docentes y la muestra por 12 docentes, seleccionados mediante un muestreo no probabilístico por conveniencia. La técnica empleada para la recolección de datos fue la encuesta y el instrumento utilizado fue un cuestionario, validado mediante juicio de expertos y con confiabilidad determinada a través del Alfa de Cronbach. El procesamiento de los datos se realizó mediante estadística descriptiva empleando herramientas tecnológicas como el Microsoft Excel y el SPSS. Los resultados evidenciaron que el 91,7 % de los docentes presenta un nivel alto de incorporación del idioma quechua en las unidades de aprendizaje, mientras que el 8,3 % se ubica en un nivel medio y no se registran docentes en el nivel bajo. Se concluye que la incorporación del idioma quechua en las unidades de aprendizaje es alta, lo que evidencia una integración favorable y sostenida del quechua en la planificación y desarrollo de las unidades de aprendizaje, en concordancia con los principios de la Educación Intercultural Bilingüe.
This research aimed to describe the level of Quechua language integration in the learning units at the Luis Cavero Bendezú Educational Institution No. 38254/Mx-P in the Huanta district during the year 2025. The research was quantitative, basic, descriptive, and non-experimental, with a simple descriptive design. The population consisted of 35 teachers, and the sample comprised 12 teachers, selected through non probability convenience sampling. The data collection technique used was a survey, and the instrument was a questionnaire validated by expert judgment and with reliability determined using Cronbach's alpha. Data processing was performed using descriptive statistics with technological tools such as Microsoft Excel and SPSS. The results showed that 91.7% of the teachers demonstrated a high level of Quechua language integration in their learning units, while 8.3% were at a medium level, and no teachers were found to be at a low level. It is concluded that the incorporation of the Quechua language into the learning units is high, demonstrating a favorable and sustained integration of Quechua into the planning and development of learning sessions, in accordance with the principles of Intercultural Bilingual Education.
Kay maskay llamkaypa yuyaynin karqa runasimi simipa haykuyta qawarina yachay llamkaykunapi, I.E. N.° 38254/Mx-P Luis Cavero Bendezú yachay wasipi, Huanta llaqtapi, 2025 watapi. Kay maskayqa ruwasqa karqa yupay yachay ñanpi, llamkay ñawpaq kaqninta kasukuspa, willakuy llamkay, willakuy ñan chaymanta sapa willakuy ruwanakuy nisqawan. Llaqtayuq runakunaqa karqa 35 yachachiqkuna, chaymanta akllasqa runakunaqa karqa 12 yachachiqkuna, mana probabilístico akllaywan akllasqa. Willakuy apaypaq llamkay ruwasqa karqa tapuy ñanwan, chaymanta llamkay apachikuy karqa tapuy qillqa, yachaq runakuna hawarikuyninwan allinchaykusqa chaymanta allin kaynin rikusqa karqa Alfa de Cronbach ñanwan. Willakuykuna ruwanakuyqa ruwasqa karqa willakuy yupay ñanwan. Rikuchikuykunam rikurirqaku, 91,7 % yachachiqkunaqa hatun haykuyta ruwanku runasimi simita yachay llamkaykunapi, chaymanta 8,3 % yachachiqkunaqa chawpi kaqninqa, mana ima yachachiqpas pisi kaqninqa rikhurirqanchu. Chaymantam tukuy nirqanchik, runasimi simipa haykuyqa hatunmi yachay llamkaykunapi, chaymi rikuchin runasimi simipa allin churasqanta chaymanta sapa kuti ruwasqanta yachay llamkaykunapa wakichayninpi chaymanta ruwanakuy sesionkunapi, Educación Intercultural Bilingüe yachay ñanpa kamachikuyninkunawan tupaspa.
This research aimed to describe the level of Quechua language integration in the learning units at the Luis Cavero Bendezú Educational Institution No. 38254/Mx-P in the Huanta district during the year 2025. The research was quantitative, basic, descriptive, and non-experimental, with a simple descriptive design. The population consisted of 35 teachers, and the sample comprised 12 teachers, selected through non probability convenience sampling. The data collection technique used was a survey, and the instrument was a questionnaire validated by expert judgment and with reliability determined using Cronbach's alpha. Data processing was performed using descriptive statistics with technological tools such as Microsoft Excel and SPSS. The results showed that 91.7% of the teachers demonstrated a high level of Quechua language integration in their learning units, while 8.3% were at a medium level, and no teachers were found to be at a low level. It is concluded that the incorporation of the Quechua language into the learning units is high, demonstrating a favorable and sustained integration of Quechua into the planning and development of learning sessions, in accordance with the principles of Intercultural Bilingual Education.
Kay maskay llamkaypa yuyaynin karqa runasimi simipa haykuyta qawarina yachay llamkaykunapi, I.E. N.° 38254/Mx-P Luis Cavero Bendezú yachay wasipi, Huanta llaqtapi, 2025 watapi. Kay maskayqa ruwasqa karqa yupay yachay ñanpi, llamkay ñawpaq kaqninta kasukuspa, willakuy llamkay, willakuy ñan chaymanta sapa willakuy ruwanakuy nisqawan. Llaqtayuq runakunaqa karqa 35 yachachiqkuna, chaymanta akllasqa runakunaqa karqa 12 yachachiqkuna, mana probabilístico akllaywan akllasqa. Willakuy apaypaq llamkay ruwasqa karqa tapuy ñanwan, chaymanta llamkay apachikuy karqa tapuy qillqa, yachaq runakuna hawarikuyninwan allinchaykusqa chaymanta allin kaynin rikusqa karqa Alfa de Cronbach ñanwan. Willakuykuna ruwanakuyqa ruwasqa karqa willakuy yupay ñanwan. Rikuchikuykunam rikurirqaku, 91,7 % yachachiqkunaqa hatun haykuyta ruwanku runasimi simita yachay llamkaykunapi, chaymanta 8,3 % yachachiqkunaqa chawpi kaqninqa, mana ima yachachiqpas pisi kaqninqa rikhurirqanchu. Chaymantam tukuy nirqanchik, runasimi simipa haykuyqa hatunmi yachay llamkaykunapi, chaymi rikuchin runasimi simipa allin churasqanta chaymanta sapa kuti ruwasqanta yachay llamkaykunapa wakichayninpi chaymanta ruwanakuy sesionkunapi, Educación Intercultural Bilingüe yachay ñanpa kamachikuyninkunawan tupaspa.
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Idioma Quechua, Unidades de Aprendizaje, Educación Intercultural Bilingüe, Docentes, Incorporación Lingüística, Quechua Language, Learning Units, Intercultural Bilingual Education, Teachers, Language Integration, Runasimi, Yachay Llamkaykuna, Intercultural Bilingüe Yachay, Yachachiqkuna, Simi Haykuy