Educación inclusiva en la educación superior: avances y retos en la Universidad La Gran Colombia

Abstract

Higher education must guarantee processes of inclusion to vulnerable populations and social groups that due to their circumstances are more exposed to exclusion, poverty, inequity, and violence, in favor of respect, equality and equity. To achieve this inclusion, it is important to guarantee vulnerable populations the entry and permanence in different educational programs, and participation in various settings, expand coverage and provide guarantees of equal conditions and respect for differences to transform their social environment and improve their economic conditions. This research sought to identify how the UGC complies with the Inclusive and intercultural Higher Education Policy Guidelines, which define inclusive education as a practice in education with which social inclusion is achieved in pedagogical environments, understanding that diversity is necessary and establishes the provisions to guarantee access to the educational service and student permanence, this in order to determine the actions that the university takes to adopt measures of inclusion in the educational system with provisions and conditions that provide quality education for the vulnerable populations. To carry out this research, the qualitative research approach was used, based on a hermeneutical-interpretive method, for which the semi-structured survey applied to teachers, students, and administrators of the UGC, headquarters of the Candelaria, being the most relevant for the respondents the lack of disclosure of information about inclusive practices in the pedagogical environment.