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    Una mirada crítica al acceso al programa de artes escénicas de la Universidad Distrital de 2014 - II a 2015 - I

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    Date

    2015

    Author

    Saboyá Rodríguez, Daladier
    Beltrán Lesmes, Angie Viviana

    Director de tesis

    Henao Quintero, Sonia

    Citación

           
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    TY - GEN T1 - Una mirada crítica al acceso al programa de artes escénicas de la Universidad Distrital de 2014 - II a 2015 - I AU - Saboyá Rodríguez, Daladier AU - Beltrán Lesmes, Angie Viviana Y1 - 2015 UR - http://hdl.handle.net/11396/4258 AB - A democratic higher education implies that in the social composition of the students a social composition of a country is reflected. It is not easy to guarantee this because of the complexity of the factors that come into play. Some authors suggest the democratization of the university in terms of equity, that is, as a right of citizens to progress and to have social inclusion, understood this as a policy to ensure access on equal terms to all members of the community. Other authors suggests democratization in terms of expanding coverage, but the public university faces the challenge of increasing demand, which is not only by demographic reasons, but also responds to the pressure of society on individuals regarding their educational level. This demand far exceeds the available supply. This investigative article aims to describe the levels of inclusion, equity and coverage that are evident when accessing the program of Artes Escenicas of the Universidad Distrital Francisco Jose de Caldas. For this purpose a basic research, regarding a quantitative technique, was performed with a non-experimental design based on a case study. The research was structured into four categories or analysis variables (inclusion, coverage, equity and access) and the data collection tool was a survey of 29 questions that yielded significant data showing a different scene to that expressed by some authors and theoretical references and it leads to the conclusion that this program is democratic in terms of access, coverage and inclusion, with a favorable perception regarding equity but should be strengthened in policies ensuring permanence and belonging of their students ER - @misc{11396_4258, author = {Saboyá Rodríguez Daladier and Beltrán Lesmes Angie Viviana}, title = {Una mirada crítica al acceso al programa de artes escénicas de la Universidad Distrital de 2014 - II a 2015 - I}, year = {2015}, abstract = {A democratic higher education implies that in the social composition of the students a social composition of a country is reflected. It is not easy to guarantee this because of the complexity of the factors that come into play. Some authors suggest the democratization of the university in terms of equity, that is, as a right of citizens to progress and to have social inclusion, understood this as a policy to ensure access on equal terms to all members of the community. Other authors suggests democratization in terms of expanding coverage, but the public university faces the challenge of increasing demand, which is not only by demographic reasons, but also responds to the pressure of society on individuals regarding their educational level. This demand far exceeds the available supply. This investigative article aims to describe the levels of inclusion, equity and coverage that are evident when accessing the program of Artes Escenicas of the Universidad Distrital Francisco Jose de Caldas. For this purpose a basic research, regarding a quantitative technique, was performed with a non-experimental design based on a case study. The research was structured into four categories or analysis variables (inclusion, coverage, equity and access) and the data collection tool was a survey of 29 questions that yielded significant data showing a different scene to that expressed by some authors and theoretical references and it leads to the conclusion that this program is democratic in terms of access, coverage and inclusion, with a favorable perception regarding equity but should be strengthened in policies ensuring permanence and belonging of their students}, url = {http://hdl.handle.net/11396/4258} }RT Generic T1 Una mirada crítica al acceso al programa de artes escénicas de la Universidad Distrital de 2014 - II a 2015 - I YR 2015 LK http://hdl.handle.net/11396/4258 AB A democratic higher education implies that in the social composition of the students a social composition of a country is reflected. It is not easy to guarantee this because of the complexity of the factors that come into play. Some authors suggest the democratization of the university in terms of equity, that is, as a right of citizens to progress and to have social inclusion, understood this as a policy to ensure access on equal terms to all members of the community. Other authors suggests democratization in terms of expanding coverage, but the public university faces the challenge of increasing demand, which is not only by demographic reasons, but also responds to the pressure of society on individuals regarding their educational level. This demand far exceeds the available supply. This investigative article aims to describe the levels of inclusion, equity and coverage that are evident when accessing the program of Artes Escenicas of the Universidad Distrital Francisco Jose de Caldas. For this purpose a basic research, regarding a quantitative technique, was performed with a non-experimental design based on a case study. The research was structured into four categories or analysis variables (inclusion, coverage, equity and access) and the data collection tool was a survey of 29 questions that yielded significant data showing a different scene to that expressed by some authors and theoretical references and it leads to the conclusion that this program is democratic in terms of access, coverage and inclusion, with a favorable perception regarding equity but should be strengthened in policies ensuring permanence and belonging of their students OL Spanish (121)
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    Palabras clave

    Acceso
    Inclusión
    Equidad
    Educación democrática
    Inclusión social
    Justicia social
    Derecho - Educación
    Artes escénicas
    Metadata
    Show full item record

    Abstract

    Una educación superior democrática implica que en la composición social del estudiantado se refleje la composición social de un país. Garantizar esto no parece tarea fácil pues los factores que entran en juego son de una complejidad abrumadora. Algunos autores plantean la democratización de la universidad en términos de equidad, es decir, como un derecho que tienen los ciudadanos al progreso y a la inclusión social, entendida ésta como una política de garantizar el acceso en igualdad de condiciones a todos los miembros de la comunidad. Otros autores la plantean en términos de ampliación de la cobertura, pero la universidad pública se enfrenta al reto de una creciente demanda, que no es de orden demográfico únicamente, sino que responde también a la presión que ejerce la sociedad sobre los individuos respecto de su nivel educativo. Esta demanda supera con creces la oferta disponible. El presente artículo de investigación pretende describir los niveles de inclusión, cobertura y equidad que se evidencian en el acceso al programa de Artes Escénicas de la Universidad Distrital Francisco José de Caldas. Para tal fin se realizó una investigación básica, de técnica cuantitativa, con un diseño no experimental basado en un estudio de caso. La investigación se estructuró en cuatro categorías o variables de análisis (inclusión, cobertura, equidad y acceso) y la herramienta de recolección de datos fue una encuesta de veintinueve (29) preguntas que arrojó resultados significativos que evidencian un panorama diferente al expresado por algunos autores y referentes teóricos y que llevan a concluir que este programa es democrático en términos de acceso y cobertura, es inclusivo, con una percepción favorable en cuanto a equidad, pero que debe fortalecerse en políticas que garanticen la permanencia y la pertenencia de sus estudiantes

    Abstract

    A democratic higher education implies that in the social composition of the students a social composition of a country is reflected. It is not easy to guarantee this because of the complexity of the factors that come into play. Some authors suggest the democratization of the university in terms of equity, that is, as a right of citizens to progress and to have social inclusion, understood this as a policy to ensure access on equal terms to all members of the community. Other authors suggests democratization in terms of expanding coverage, but the public university faces the challenge of increasing demand, which is not only by demographic reasons, but also responds to the pressure of society on individuals regarding their educational level. This demand far exceeds the available supply. This investigative article aims to describe the levels of inclusion, equity and coverage that are evident when accessing the program of Artes Escenicas of the Universidad Distrital Francisco Jose de Caldas. For this purpose a basic research, regarding a quantitative technique, was performed with a non-experimental design based on a case study. The research was structured into four categories or analysis variables (inclusion, coverage, equity and access) and the data collection tool was a survey of 29 questions that yielded significant data showing a different scene to that expressed by some authors and theoretical references and it leads to the conclusion that this program is democratic in terms of access, coverage and inclusion, with a favorable perception regarding equity but should be strengthened in policies ensuring permanence and belonging of their students
    URI
    http://hdl.handle.net/11396/4258
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