Accompaniment strategies to university life.

The case of the Primary Teaching Staff of the San Julián Academic Unit of the National University of Southern Patagonia

Abstract

The problem of income and/or access to university life has multiple entrance doors. Within the framework of this work, it is argued that whoever decides to study at this level does so through multiple and varied challenges - both material and symbolic - that qualify and shape their educational trajectories. So, this problem goes beyond the consideration of an entrance to a new educational level; It implies, therefore, the recognition of a beginning, a beginning of another stage. This consideration repositions the study and calls for questions about the accessibility conditions and the pedagogical strategies that favor the construction of a social capital that allows it to transit at the level. In this sense, the present work problematizes the field in which this problem is inscribed. For this, it analyzes the educational experience carried out by the San Julián Academic Unit of the National University of Southern Patagonia called: "Accompaniment Program that begins its academic life in the Primary Education Teachers of the UNPA". This analysis starts from the theoretical problematization and traces dimensions that problematize the pedagogical perspective put into play in this program.