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In Peru, the census evaluations (ECE) of the Ministry of Education (MINEDU) show that few students of Intercultural Bilingual Education (EIB) in the Ucayali region reached the expected level in reading comprehension and math. In response to this critical situation, MINEDU implemented pedagogical accompaniment as a national strategy to improve school learning. However, after its implementation, there was no evidence of improvements in the learning achievements of children. In this context, a qualitative descriptive study was proposed, whose purpose was to understand the conceptions, process, and problems of the mentors of the Shipibo-Konibo and Asháninka peoples in their pedagogical accompaniment work. This study was conducted in two phases. In the first phase, 10 EIB pedagogical mentors from the Shipibo-Konibo and Asháninka peoples in the province of Coronel Portillo participated in a group interview. In the second phase, three mentors from two Shipibo-Konibo communities participated. During this phase, the mentors were observed during their work in the classroom and accompaniment sessions and were then interviewed. The main results of the study showed that the mentors concluded that the accompaniment consists of assisting the teachers in their pedagogical work to facilitate better learning for the children. However, while the actions they took contributed to the pedagogical content necessary for teachers to fulfill their role, they were potentially undermining the trust relationships necessary for an optimal accompaniment process. Furthermore, it was found that the mentors followed the accompaniment protocol suggested by the MINEDU. The most significant issue identified was the perceived difficulty of accessing the communities where the teachers work, as many are located several days’ travel from the city of Pucallpa, where most of the mentors reside. This means that the mentors have to travel long distances to fulfill their accompaniment duties, with some having to travel by boat for up to three days. Additionally, the mentors reported issues with managing the accompaniment, such as not being paid on time, not receiving necessary materials, or not following work schedules. Many also reported that even when materials reach the communities, the teachers are not trained to use them, which leads to them not being utilized. Although the mentor was supposed to focus on supporting the teacher’s lesson planning, this left little time to focus on the themes that concerned the teacher or other formative aspects that were needed. It was also observed that the mentors focused on the difficulties teachers had in teaching, while ignoring the potentialities that these teachers could have for pedagogical practice. This article presents these and other findings about pedagogical accompaniment in this area and suggests the inclusion of a psycho-pedagogical perspective in the process.

Abstract: The Peruvian government adopted the ISO/IEC 12207 standard and established its mandatory implementation in public entities to improve the quality of the software products. In this context, software requirements validation tasks were introduced to improve the quality of the software product. In this study, the relationship between the improvement of software requirement quality and the software product quality in use was explored and analyzed. Analysis was based on the design of software product quality-in-use and the measure of metrics from ISO/IEC 25010 standard in two software products. The results show that the validation activities introduced in the software requirements stage have a positive relationship with the quality in use of the software products analyzed. In the software studied, it can be said that the improvement of the quality of the requirements has contributed to the improvement of the quality in use of software products. In this case, it has increased time efficiency to complete tasks by 45%, reduced errors for a task by 40%, the number of tasks with errors by 47%, the cost of time to perform tasks by 29%, and unnecessary actions by 53%. In addition, overall satisfaction, user pleasure, information quality, and interfaces quality are the metrics that significantly improve.

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