Los procesos de inclusión de estudiantes en situación de desventaja socioeconómica y cultural en el ámbito universitarioel caso de la Facultad de Educación-Centro de Formación del Profesorado de la Universidad Complutense de Madrid

Résumé

The objective of this doctoral thesis is to study the processes of inclusion in the Faculty of Education-Teacher Training Center of the Complutense University of Madrid of students in situations of social, economic and cultural disadvantage. This research is justified from the importance of contributing to the praxis on the processes of educational inclusion in university stages. Especially, considering the following elements: 1. The paradigm of Critical Pedagogy. 2. The recognition of situations of social, economic and cultural disadvantage, associated with identities traditionally excluded from university institutions. 3. The need to guarantee equity beyond the principle of universal access to education. 4. Recognition of the voices of the protagonists and of culture as a transversal dimension to the rest of the dimensions that articulate the inclusion processes. The epistemological framework is defined within the paradigm of Critical Pedagogy. The theoretical framework is developed from a bibliographic and documentary review. The case study of the Faculty of Education of the Complutense University of Madrid is defined from a qualitative ethnographic design. The information collection process has been articulated from forty five in-depth interviews with institutional leaders, teaching and research staff, administration and services staff, students, international students and associations. The information obtained has been triangulated with other sources (institutional documentation, field diary, among others). The data analysis process that leads to the results has been carried out by coordinating an open coding system and an axial coding system organized into three families and eleven categories: - Attitudes towards attention to diversity: Concept of diversity, Attitudes towards attention to diversity, Concept (institutional) of diversity - Policies and practices of attention to diversity: Motivation towards attention to diversity, Organizational chart UCM attention to diversity, Policies and practices of attention to diversity, Participation in actions of attention to diversity - Proposals for transformation: Priorities for action and emerging aspects, Barriers and facilitators, Institutional recognition and visibility, Proposals The selective coding process that leads to the final synthesis of the entire research process defines the conclusions based on seven themes: - Otherness as a basis for discrimination and exclusion - The positive and the threatening - Project in utopia and act on reality - University education as a liberating or banking praxis - The University has to be constituted as an inclusive space: from the adaptation of people to the transformation of the environment - On groups and identities: labels, stigmatization and visibility - The representation of reality from the voices of the participants