LA EDUCACIÓN SUPERIOR INCLUSIVA. EL CASO DE UNA UNIVERSIDAD PÚBLICA EN COLOMBIA

• DOI: 10.22533/at.ed.91423181212

• Palavras-chave: acceso a la educación; enseñanza superior; igualdad de oportunidades (Tesauro ERIC)

• Keywords: access to education; equal opportunities; higher education (ERIC Thesaurus)

• Abstract: Equal opportunities facilitate access and participation by communities, including population groups that may have traditionally been excluded. This article addresses the processes carried out in the identification of barriers to accessibility, access (income) and permanence in a higher education institution, and in turn, the approach to strategic actions for inclusive education. General objective: To establish strategic actions for inclusive higher education at the University of Caldas (Colombia) based on the community perceptions. The objective is part of the preparation phase or reflective diagnosis in the understanding and analysis of the problem-situation. Methodology: it is placed on a critical paradigm and in its methodological course, it recovers elements of action research. Techniques and instruments for data collection such as semi-structured interviews and focus groups were used. In this part of the study, a survey including three categories was chosen: 1. Accessibility, 2. Access (income), and 3. Permanence. The instrument was filled out by 389 people (prior consent): Teachers: n = 206 (53%), administrative personnel (civil servants): n = 88 (22.6%), students n = 81 (20.8%), graduates n =9 (2.3%) and "Others" n = 5 (1.3%). The responses reflect the participation of all the faculties and administrative departments of the university. The foregoing creates a joint responsibility between governments and universities, in terms of investment in infrastructure, adaptations to the physical and communication environment, as well as in awareness-raising processes, teacher training, curricular adjustments, among other aspects.