Development of reading skills in originary languages: progress in Peru

Abstract

Peru is a country that is characterized by its sociocultural, linguistic diversity and because there are still deep social inequalities to the detriment of the original populations. Faced with this reality, from the educational field, the National Curriculum proposes the “intercultural” and “inclusive or attention to diversity” approaches in the perspective that everyone has equal educational opportunities regardless of their cultural, social, ethnic differences, Religious and gender. In this context, the article describes the progress and gaps that remain after the implementation of the program called “my favorite readings”, a proposal proposed to develop reading skills in native languages, strengthen knowledge of cultural tradition and meet other cultures from an intercultural perspective, not only in the school environment but also in the family and community context. To date, progress in the achievement of reading skills in native languages and Spanish as a second language is evident. Although in none of the cases the results of the evaluations in native languages are superior to those obtained in Spanish as a second language, there is a growing trend in all native languages, which translates into a significant reduction of the gaps.