¿Universidad para todxs? Acceso y permanencia de los sectores populares en la Universidad Nacional de Mar del Plata. Trayectorias de estudiantes provenientes de la educación secundaria para jóvenes y adultxs.
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Facultad de Ciencia Política y Relaciones Internacionales
Resumen
La presente tesis doctoral aporta elementos para analizar el acceso y permanencia
de los sectores populares en la Universidad Nacional pública y gratuita.
Específicamente se ocupa de quienes desde 2010 en adelante han egresado de
Secundarios de la Modalidad de Jóvenes, Adultos y Adultos Mayores en
Provincia de Buenos Aires -EDJA-y continúan sus estudios en la Universidad
Nacional de Mar del Plata.
Para el nivel secundario la EDJA se conforma en la actualidad por los
Centros Educativos de nivel Secundario, -CENS- tanto sea presencial, a distancia
o en contexto de encierro, los Centros experimentales del Bachillerato para
Adultos en Salud, -CEBAS-, o las comisiones del Plan Provincial FiNES en el
marco del Programa Nacional homónimo.
Se utiliza un enfoque metodológico cualitativo dando voz a estudiantes y
referentes claves, a través del análisis de contenido de documentos, normas
jurídicas, publicaciones, así como de la interpretación de información cuantitativa
del área de ingreso de la Universidad Nacional de Mar del Plata.
Se identificaron las trayectorias de partida de los/as estudiantes, sus
dificultades en torno a la inclusión plena, sus estrategias de adaptación, sus
diferentes habitus y la capacidad de agencia, los apoyos recibidos y valorados y
los que se requieren y están ausentes, así como las distancias entre prácticas
pedagógicas entre el tramo cursado en su secundario de Adultos, y en la
Universidad. Se confirma la emergencia de un sujeto inesperado, invisibilizado en
el sistema universitario, aunque parcialmente alcanzado por los esfuerzos
democratizadores de la institución y la política pública.
Para finalizar se plantean contribuciones para el diseño de políticas y
dispositivos de acompañamiento a fines de efectivizar el derecho a la educación
superior y garantizar las condiciones para la igualdad de oportunidades y
posibilidades.
This doctoral thesis provides elements to analyze the access and permanence of the popular sectors at the public and free National University. For High School, the EDJA is currently made up of the Secondary Education Centers, -CENS- whether physical classrooms at a distance or in the context of confinement, the experimental Centers for Adults in Health education - CEBAS- or the commissions of the Provincial Plan FiNES within the framework of the National Program of the same name. A qualitative methodological approach is used, giving voice to students and key references, and through content analysis of documents, legal regulations, publications, as well as interpretation of quantitative information from the admission area of the National University of Mar del Plata. The starting trajectories of the students were identified, their difficulties regarding full inclusion, their adaptation strategies, their different habitus and agency capacity, the supports received and valued and those that are required, as well as the distances between pedagogical practices taken in the EDJA and at the University. The emergency of an unexpected subject is confirmed, invisible at the university system although partially achieved by the democratizing efforts of the institution and public policy. Finally, contributions are made for the design of policies and supporting devices in order to make the right to higher education effective and guarantee the conditions for equal opportunities and possibilities.
This doctoral thesis provides elements to analyze the access and permanence of the popular sectors at the public and free National University. For High School, the EDJA is currently made up of the Secondary Education Centers, -CENS- whether physical classrooms at a distance or in the context of confinement, the experimental Centers for Adults in Health education - CEBAS- or the commissions of the Provincial Plan FiNES within the framework of the National Program of the same name. A qualitative methodological approach is used, giving voice to students and key references, and through content analysis of documents, legal regulations, publications, as well as interpretation of quantitative information from the admission area of the National University of Mar del Plata. The starting trajectories of the students were identified, their difficulties regarding full inclusion, their adaptation strategies, their different habitus and agency capacity, the supports received and valued and those that are required, as well as the distances between pedagogical practices taken in the EDJA and at the University. The emergency of an unexpected subject is confirmed, invisible at the university system although partially achieved by the democratizing efforts of the institution and public policy. Finally, contributions are made for the design of policies and supporting devices in order to make the right to higher education effective and guarantee the conditions for equal opportunities and possibilities.
