La enseñanza en el nivel superior universitario y los sentidos de la inclusión educativa: el caso de la Universidad Nacional Arturo Jauretche (UNAJ)

Abstract

In this research article we analyse the meanings that educational inclusion acquires for UNAJ teachers, considering the way in which they justify their teaching practices and the role they attribute to these practices in the construction of the singularity of the educational proposal of that University.

In accordance with the stated objective, the selected methodology was qualitative and consisted of the implementation of 15 in-depth interviews with teachers. For the design of the sample of people interviewed, the disciplines to which they belonged, the stages of the degree courses in which they teach and their teaching dedications and seniority were taken into account.

We will pay attention to the differences in the ways in which educational inclusion and the role of teachers are thought of. We also aim to identify differences in these meanings with respect to the range of students with whom they work and previous teaching experience.