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Article

Spanish

ID: <

10670/1.odo6s6

>

Where these data come from
Indigenous students and University: realities and challenges to cultural diversity. In the case of the National University of Salta

Abstract

This article identifies, on the one hand, the speeches and actions carried out by the National University of Salta (unsa) to promote the socio-educational inclusion processes of indigenous students who are self-recognised in it, calling for an analysis of its institutional policy and the initiatives developed (programmes/projects) to take care of and promote cultural diversity. On the other hand, it recovers a number of assessments which those students express, around the weaknesses and strengths of the unrest with regard to addressing the ethnic dimension. The research that gave rise to this letter was a methodological design that was essentially qualitative, with reference also to quantitative descriptions linked to socio-demographic and cultural profiles. A semi-structured questionnaire was used to relay information on institutional, psychosocial and ethnic aspects. It provided for the inclusion of qualitative tools: lexicometric analysis and free association of words around central hubs. Key informants and secondary data sources were also consulted to enrich the relapse and approach of these topical issues. The findings made it possible to warn of the growing presence of indigenous students in the unrest and their demands; the interest and commitment of institutional groups to deploy strategies that promote access and permanence, as well as the progressive awareness of the topic in the academy. Despite this, there is still a long way to go in terms of proposals to focus on cultural diversity in the field of inclusion. Descriptors: Cultural diversity, university, indigenous students, institutional policies, inclusion, challenges.

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