The work aims to analyze the origins of university didactics and its current perception, marking its evolution as increasingly unintelligible and inconsistent, by changing scenarios and anomalous contexts in higher education, in particular, the specific reflection is confined to the teaching-learning process of the subject of national reality in the professional training of communicators in the last 5 years at the National University of San Agustin de Arequipa; valuing the theoretical knowledge developed, compared to the practical sensitivity observed and experienced. The objective of the research is to identify the articulating links of the socioeconomic data analyzed in the institutional and official sources with the factual reality of the daily life of communication professionals. The methodology has a qualitative descriptive inductive character with a constructivist transectional approach, based on the experience of 5 years of teaching the subject of national reality to second-year students of communication sciences, detailing the critical analysis of the students in the worksheets, as well as the interviews to the students. Among the most relevant conclusions is the importance of the theoretical review of the socioeconomic indicators generated by official institutions, however, the valuation and/or disqualification of this information is presented when the students live the reality in the same place as the facts, generating a motivation of sensitivity analysis to reality in its different perspectives, concluding in controversial debates, sustained argumentatively by the teacher.

didactics, national reality subject, syllabus, higher education