Analysis of the communicative approach in the teaching of the communication area in educational institutions in central Peru, 2025

Abstract

This study analyzes the implementation of the communicative approach and its relationship to the development of communicative competencies in urban and rural contexts in central Peru. Using a quantitative, comparative, and cross-sectional approach, 234 students were assessed with a reliable instrument (α=0.91). The results reveal a significant gap favoring urban areas in the application of the communicative approach and in the achievement of competencies such as reading comprehension, oral expression, and written production. In contrast, traditional practices and lower performance levels predominate in rural areas. The greatest inequality is observed in access to and use of information technologies, revealing structural limitations. However, the use of contextualized materials in rural environments represents a significant intercultural potential. The study concludes that educational inequalities stem from pedagogical, technological, and sociocultural factors, thus requiring differentiated policies that promote equity in learning.