Article
Spanish
ID: <
oai:doaj.org/article:5a598447f80e4ea496cf7b00b4b0b606>
·
DOI: <
10.25267/Hachetetepe.2015.v1.i10.4>
Abstract
This work concerns the revision of conceptual categories equality, equal opportunities, equity, difference, inclusion, implicit in ideological positions supported by education policies. As they consider them to be relevant, they are linked to the approaches that work on university income in Argentina. The study is limited to the analysis of entry in mathematics, physics and chemistry professors in a science academic unit of a public university. There is a treatment of entry where teachers remain subject to homogenous moulds with which the system was conceived at their founding times and from which they continue to teach, without adapting to a new subject in a changing society. The post-modern review indicates that liberal and neoliberal political positions, translated into practice, seek to preserve positions. They are in favour of overcoming them and risk solutions in this regard.