UNIVERSITY TUTORSHIP, STUDENT INCLUSION AND TRAINING STRATEGIES
Education democratization acquires a deep meaning when knowledge distribution takes into consideration the diversity of individuals with a right to public education.
In this sense, the Public University, committed to this fundamental right, displays strategies and policies generating the proper conditions for the constriction of inclusive institutions where individuals can participate, receive an education and transform their world.
The sense of change is given by the dynamics of social networks. In a diverse geography, in the cultural framework of augmented reality, they must be re-thought.
In order to address these changes and the ways in which they are presented, it is evident that the process of construction of an inclusive university must identify cultural, pedagogical and institutional practices that contribute to the construction of education organizations that are committed to a more inclusive and fairer society.
“… the need to deepen the processes of democratic transformation many Latin American countries are undergoing at the momento places the public debate on the social function of our universities in the political agenda, contrasting with educational models which are diametrically opposite to them and where the discussion about the nature of the right to education is more complex and, at times, diffuse.” (Gentili, 2011: 125)
The role of the Other opens the pores of university through “new” recognitions and contributions where extension is a fundamental cannel for recognizing otherness and integrate it into the university.
This paper deals with institutional strategies that integrate individuals into university through concrete actions that favor inclusion and welcome them with their particular problematic to interpellate the institution as a whole.
The Computer Science school of the UNLP works with a tutorship program for students with disabilities, integrating collaborative work among teachers, students and tutors which plants the seed of an experience that includes and forces us to rethink the sense of formation and the passage through public university.