Inclusion of vulnerable people in higher education - contributions to the latin american debate

Abstract

Although the debate on inclusion/exclusion of vulnerable groups in higher education is recent in the Latin American region, since the 1960s, several researchers have dedicated themselves to analyzing the factors related to inclusion/exclusion in educational systems, formulating theories that have marked your understanding. This article aims to recover the propositions of P. Bourdieu, B. Charlot, B. Lahire and A. Coulon on the topic, identifying how the contributions of these authors will expand the understanding of the factors, including higher education. With a qualitative approach and support for the review of selected works. Lahire and Charlot advance in identifying the influence of institutions and two academic actors in reducing the effects of social inequalities, building towards promoting inclusion. And Coulon explains that even the most vulnerable require, in addition to articulated public assistance and institutional policies, also involving the academic community, support and monitoring of students, promoting their academic affiliation. In this way, we realize that even the most vulnerable demand a change in the way the State and higher education institutions develop policies.