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

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