About this paper

Appears in:
Pages: 7126-7134
Publication year: 2015
ISBN: 978-84-606-8243-1
ISSN: 2340-1117

Conference name: 7th International Conference on Education and New Learning Technologies
Dates: 6-8 July, 2015
Location: Barcelona, Spain

UNIVERSITY TUTORSHIP, STUDENT INCLUSION AND TRAINING STRATEGIES

J. Diaz, I. Harari, A.M. Ungaro

Universidad Nacional de La Plata, Facultad de Infromatica (ARGENTINA)
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.
@InProceedings{DIAZ2015UNI,
author = {Diaz, J. and Harari, I. and Ungaro, A.M.},
title = {UNIVERSITY TUTORSHIP, STUDENT INCLUSION AND TRAINING STRATEGIES},
series = {7th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN15 Proceedings},
isbn = {978-84-606-8243-1},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {6-8 July, 2015},
year = {2015},
pages = {7126-7134}}
TY - CONF
AU - J. Diaz AU - I. Harari AU - A.M. Ungaro
TI - UNIVERSITY TUTORSHIP, STUDENT INCLUSION AND TRAINING STRATEGIES
SN - 978-84-606-8243-1/2340-1117
PY - 2015
Y1 - 6-8 July, 2015
CI - Barcelona, Spain
JO - 7th International Conference on Education and New Learning Technologies
JA - EDULEARN15 Proceedings
SP - 7126
EP - 7134
ER -
J. Diaz, I. Harari, A.M. Ungaro (2015) UNIVERSITY TUTORSHIP, STUDENT INCLUSION AND TRAINING STRATEGIES, EDULEARN15 Proceedings, pp. 7126-7134.
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