Exclusión educativa universitaria: Los desafíos para la educación inclusiva durante el COVID-19

Abstract

The pandemic caused by the virus responsible for COVID-19 revealed the different factors of exclusion experienced by some students. Entering higher education brings with it the difficulty for students to adapt to a model of schooling. Added to this are the changes related to the pandemic, among which is the abrupt adaptation to remote attendance. All this poses risks of exclusion for some university students. The general objective of this study was to describe the factors of exclusion experienced by students as a result of the remote presence caused by the pandemic of the virus responsible for COVID-19 and its relationship with the normative crisis, that is, with the crisis experienced by students when studying a university degree. From there, some challenges faced by the university to achieve inclusive education are enunciated. This research is exploratory-descriptive in scope. A mixed methodology was used to recover the voice of the students of the University Center of the Cienega of the University of Guadalajara, Mexico. Among the factors of exclusion, various inequalities and gaps of a digital, economic, social and educational nature stand out, as well as access to physical and mental health; while the challenges for inclusive education include the need to create multidisciplinary and interinstitutional inclusive nodes that contribute to strengthening socialization, physical and emotional self-care of students.

universidad de la postpandemia

“…Una exclusión que se podría situar en lo que respecta al acceso a la tecnología (Ladrón, 2021), pero también a aspectos que tienen que ver con la situación de confinamiento y las diferencias económicas y sociales que también impactaron sobre los estudiantes empeorando claramente en el rendimiento que este podía llegar a tener. Aspectos como las desigualdades en cuanto al apoyo social que tuvieran también hay que tenerlos en cuenta en nuestro análisis (López-López, et al, 2022).…”