Publicación semestral (períodos Enero-Junio y Julio-Diciembre) del Departamento de Ciencias de la Educación de la Facultad de Ciencias Humanas de la Universidad Nacional de Río Cuarto (República Argentina). Con el propósito de difundir el conocimiento especializado vinculado a la diversa y compleja área de la educación. Los fascículos publicados desde el 1 hasta el 18 se encuentran disponibles en el siguiente link: Ediciones anteriores de Contextos de Educación ISSN 2314-3932
Política propuesta para revistas que ofrecen acceso abierto Aquellos autores/as que tengan publicaciones con esta revista, aceptan los términos siguientes: Los autores/as conservarán sus derechos de autor y garantizarán a la revista el derecho de primera publicación de su obra, el cuál estará simultáneamente sujeto a la Licencia de reconocimiento de Creative Commons CC BY-NC-SA 2.5 AR que permite a terceros compartir la obra siempre que se indique su autor y su primera publicación esta revista. Los autores/as podrán adoptar otros acuerdos de licencia no exclusiva de distribución de la versión de la obra publicada (p. ej.: depositarla en un archivo telemático institucional o publicarla en un volumen monográfico) siempre que se indique la publicación inicial en esta revista. Se permite y recomienda a los autores/as difundir su obra a través de Internet (p. ej.: en archivos telemáticos institucionales o en su página web) antes y durante el proceso de envío, lo cual puede producir intercambios interesantes y aumentar las citas de la obra publicada. (Véase El efecto del acceso abierto).
Copyright (c) 2025 Dra. María Paula Juárez, Mgter. Erica Fagotti Kucharski, Dra. Yanina Boatto https://creativecommons.org/licenses/by-nc-sa/4.0
Students' beliefs about professional english in engineering
This work is contextualised in the course Inglés Técnico I, which we teach for the Chemical Engineering and Mechanical Engineering programs (School of Engineering, UNRC). The course aims at training students to read academic genres that are instrumental in the engineering disciplinary culture, in order to contribute to the students´ academic literacy development. In view of the new educational programs for both careers, we have been considering gradual changes to systematize the three new courses to be lectured in 2026: Inglés Académico, Inglés Profesional I and Inglés Profesional II. This curricular framework will allow us to scaffold the students’ development of academic literacy in Inglés Académico, so that we can transition into Inglés Profesional I and Inglés Profesional II and therefore foster the development of competences that students will need in work contexts for professional purposes. In this scenario, the purpose of this work is to socialize an activity we carried out at the beginning of Inglés Técnico I (2024), to be able to listen to our students’ voices regarding their beliefs and expectations about their roles as future engineers, related to the use of English in their professional practice. We conducted an educational experience based on an action research approach with the use of narrative frames as data collection instruments. The data about the students’ beliefs provide relevant information to design and teach Inglés Profesional I and Inglés Profesional II in the new educational programs.
Copyright (c) 2025 Gabriela Celeste Galfioni, Verónica Muñoz https://creativecommons.org/licenses/by-nc-sa/4.0
Perceptions and Impacts of a Formative Assessment Proposal in Agricultural Engineering
This paper presents part of the results of an evaluative study focused on an innovative pedagogical project addressing the assessment process in a course (hereafter, XX) within the Agricultural Engineering program at the National University of Río Cuarto (UNRC), implemented starting in the 2020 academic year. The aim of the study is to assess the impact of the transformation of the summative evaluation model towards a continuous, formative approach centered on the teaching and learning processes. The research, descriptive in nature and based on a mixed quantitative–qualitative approach, was based on surveys administered to students and instructors, as well as the analysis of academic records. The proposal to improve the assessment system emerged in response to the difficulties students faced in developing meaningful learning, which prompted a critical review of teaching practices and, in particular, the assessment system. A Field Integrative Activity (AIC, Actividad Integradora de Campo) was implemented and positively valued for its capacity to promote content integration, critical reflection, motivation, and self-assessment. Furthermore, an increase was observed in the proportion of students who achieved course regularity: 11.10% in 2020, 11.94% in 2021, and 19.14% in 2022, despite the constraints imposed by the pandemic. Based on the research findings, a proposal for further improvements was developed with the aim of deepening the pedagogical innovation process.
Copyright (c) 2025 María Silvana Amín, Marcela Bosco, Mariana Fenoglio https://creativecommons.org/licenses/by-nc-sa/4.0
Rural-centered pedagogical knowledge: construction through networks and resistance
This essay examines the construction of rural-centric pedagogical knowledge as a legitimate form of epistemic production developed by rural teachers across Latin America. Through a critical analysis of the urban-centric educational model that has historically shaped policy and teacher training, the essay explores how this paradigm has produced epistemic exclusion and marginalized knowledge generated within rural territories. In contrast, the study shows that rural teachers create situated pedagogical knowledge rooted in multigrade classroom practice, dialogue with communities, and the critical reinterpretation of the national curricula. The text also highlights the role of rural teacher networks as spaces for resistance, collaboration, and collective knowledge production. From an ethical and political perspective, the essay argues that recognizing these forms of knowledge is essential to advancing epistemic justice and educational plurality. Finally, it is proposed that integrating rural-centric pedagogical knowledge into teacher training and educational policies is fundamental for building more democratic, territorially relevant, and culturally responsive educational models. The essay concludes by outlining lines of research related to teacher professional identity, the systematization of experiences, and the development of territorial pedagogies.
Copyright (c) 2025 Jhohana Eugenia Reyes Mina https://creativecommons.org/licenses/by-nc-sa/4.0
Artificial Intelligence Atlas, an invitation to think about power
[Reseña de] Crawford, Kate (2023). Atlas de inteligencia artificial: Poder, política y costos planetarios. (Traductor Francisco Díaz Klaassen). Buenos Aires: Fondo de Cultura Económica Argentina.
Copyright (c) 2025 María Nazareth Romero https://creativecommons.org/licenses/by-nc-sa/4.0
A university didactic proposal for teaching genetic drift in biological sciences
This paper presents a teaching proposal for the concept of genetic drift in the Genética de Poblaciones course (Universidad Nacional de Río Cuarto). Teaching experience shows that students often struggle to understand the role of genetic drift in evolution, and that the alternative conception that evolutionary change occurs exclusively through natural selection persists. To address this obstacle, a teaching sequence based on the Dialogic Problematizing Inquiry (DPI) strategy is proposed, aiming at fostering active knowledge construction and integration of evolutionary forces. The proposal is organised into three stages: (1) preliminary activities designed to elicit prior ideas and problematize the maintenance of polymorphisms in natural populations, through reading and computer simulations; (2) activities during the unit, focused on modelling “gene sampling” and exploring the effect of population size on genetic drift, using analog and digital resources; and (3) a final integrative stage in which students analyse problem-based situations involving the combined action of evolutionary forces. This approach promotes dialogue, argumentation, and active student participation, shifting teacher-student interaction from a transmissive model toward collective construction of knowledge. The sequence favours the identification of conceptual obstacles and contributes to a deeper understanding of stochastic processes in evolution, which are essential for interpreting population genetic dynamics.
Copyright (c) 2025 Julián Alonso Valetti https://creativecommons.org/licenses/by-nc-sa/4.0
Las Políticas Lingüísticas en torno a la enseñanza de las Lenguas Extranjeras en Argentina durante el período 1980-2000. Análisis genealógico.
En este artículo se analiza genealógicamente la constitución del dispositivo normativo legal y declaraciones nacionales que conforman las políticas lingüísticas en la enseñanza de las Lenguas Extranjeras (LE) entre el año 1980 y 2000, en Argentina. Estos documentos se abordan para analizar críticamente cómo se fue configurando este dispositivo discursivo complejo y las condiciones de posibilidad histórica que favorecieron la emergencia de estos discursos a lo largo del siglo XX. El objetivo de realizar esta problematización reside en el hecho de que estos discursos son los que influyen y determinan, a la vez que son determinados y reconfigurados, las prácticas reglamentadas en el ámbito de la enseñanza de las LE y allí despliegan sus tensiones y efectos. La matriz metodológica de la investigación es el enfoque histórico, filosófico genealógico que proponen los estudios de Michel Foucault. El análisis implica indagar las formaciones discursivas que se fueron conformando al interior de dispositivos concretos que tuvieron la función de responder a una urgencia en un determinado momento histórico. Aparecen los conceptos de procedencia y emergencia que nos permitirán identificar el surgimiento de los enunciados y la procedencia de los saberes teórico-epistemológicos que impactan en las prácticas de enseñanza. En conclusión, observamos cómo las formas del saber y los mecanismos y estrategias de poder que subyacen a estos dispositivos, la superficie de emergencia de estos discursos y sus efectos en las prácticas efectivas.
Copyright (c) 2025 Mag. Cecilia Arellano, Dra. Sonia Elizabeth Riveros https://creativecommons.org/licenses/by-nc-sa/4.0
Social representations, a fundamental ally for promoting health education in the area of mental health among argentine youth
In Argentina, 29.1% of the population has experienced at least one Mental Health (MH) condition. The age group of 18 to 35 years shows the highest prevalence of any mental disorder. Consequently, it is essential to consider interventions that address the development of Health Education by focusing on the issue of MH for this group, which is regarded as a strategy that promotes individuals' ability to identify their needs and decide on appropriate actions to foster a healthy life through pedagogical tools. These interventions must be based on the perspective of the subjects they are directed towards. In this regard, the study of Social Representations (SR) provides a methodological framework to investigate what individuals understand by MH. Considering the gap in research regarding studies that explore young people's understanding of MH, the aim of this study was to investigate the SR regarding MHC in Argentine youth aged 18 to 35 years. To this end, 167 participants were surveyed using the free listing technique. The information was analyzed with Anthropac 4.0 software. The Smith relevance index was obtained, which allowed us to observe that participants primarily associate the term MHC with words such as "Psychology," "Well-being," and "Stability." In conclusion, it is expected that these findings will serve as input for developing health education strategies focused on MHC aimed at young people.
Copyright (c) 2025 Luis Thiago López Escobar, Martin de Lellis, Jazmín Cevasco https://creativecommons.org/licenses/by-nc-sa/4.0
Educational practices in hybrid environments. Pedagogical transformations and emerging challenges
This article analyzes the transformations and emerging challenges of educational practices in hybrid environments at the university level, based on a multi-center qualitative research project developed in collaboration with 11 nodes of the Network of Teaching, Research, and Extension Teams in Educational Technology (RedTE.Ar). The study combines 144 semi-structured and flash interviews conducted with teachers, students, and university administrators, along with the analysis of institutional documents, to examine four key dimensions: the design of teaching activities; the selection and pedagogical use of digital technologies; evaluation processes in multimodal contexts; and some innovative modalities of educational management. The results reveal an implementation strained by paradoxes, including teacher workload overload, cognitive fragmentation in simultaneous classrooms, and an extension of academic time for both teachers and students. However, innovative pedagogical experiences that critically integrate digital tools in knowledge construction, transcending the mere digitization of content, are also identified. The analysis concludes that the transformative potential of hybrid education requires specific enabling conditions: teacher training that goes beyond instrumental approaches; intentional curricular flexibility; institutional policies for sustained support; and regulatory frameworks that prioritize flexibility with equity and pedagogical quality over technological imperatives.
Copyright (c) 2025 Walter Marcelo Campi https://creativecommons.org/licenses/by-nc-sa/4.0
Psychopedagogical intervention in family strengthening: systematization of a pre-professional practice in the legal-forensic field
This paper is based on the final project for the Bachelor's Degree in Psychopedagogy and aims to systematize, address, and analyze the pre-professional practice carried out in the subject Psychopedagogical Professional Practice in Health (Cod. 6591) of the final year of the undergraduate course of studies. This practice was conducted throughout the year 2024 in the area of Fortalecimiento Familiar (Family Strengthening) of the Subsecretaría de Niñez, Adolescencia y Familia of the city of Río Cuarto, a governmental body that depends on the Secretaría de Desarrollo Humano of the Municipalidad de Río Cuarto. Based on this systematization writing, the intention is to describe the Psychopedagogical work within the Family Strengthening setting, as this is the first year that pre-professional practice has been carried out in this area. Furthermore, it seeks to highlight the relevance of psychopedagogical work there and promote the recognition of the key tasks developed in this space as another field of action. The general objective of this work was to understand the psychopedagogical work within this institutional context. The specific objectives were to: identify, describe, and characterize the psychopedagogical demands and intervention axes in the area of Fortalecimiento Familiar; understand the public policies that influence psychopedagogical work; and characterize the interdisciplinary work that takes place there. The conceptual framework of this paper is based on considerations of professional practice, psychopedagogy and its object of study, forensic psychopedagogy, the importance of interdisciplinary work, the paradigm of complexity, the comprehensive protection system, and the conception of family. Through the systematization and analysis of personal experience, it is possible to notice the importance of psychopedagogical intervention in other contexts. This systematization aims to contribute to the psychopedagogical field by generating situated knowledge and promoting a comprehensive view of psychopedagogical practice in a context where work is carried out from the perspective of promotion and protection of the rights of children and adolescents.
Copyright (c) 2025 Rocío de los milagros Ortolano, Daiana Schlegel https://creativecommons.org/licenses/by-nc-sa/4.0
CONCLUSIONES: ÚLTIMAS REFLEXIONES SOBRE LA FORMACIÓN DE PROFESIONALES PARA LA PRAXIS EN EL CAMPO DE LA SALUD MENTAL CON SENTIDO PÚBLICO, COLECTIVO Y COMUNITARIO
Copyright (c) 2025 María Lucrecia Piñeiro, Paola Flores, Leticia Saavedra, María Paula Juárez https://creativecommons.org/licenses/by-nc-sa/4.0
POLIFONÍAS EN SALUD MENTAL: DISPUTAR SENTIDOS DESDE LAS EXPERIENCIAS
Copyright (c) 2025 Daiana Bustos, Marcos Faletti, Casandra Gaspar, Franco Evaristi https://creativecommons.org/licenses/by-nc-sa/4.0
COMPAÑÍA UNIVERSITARIA DE ARTES DEL CIRCO EN LA 2DA JORNADA INTERUNIVERSITARIA DE SALUD MENTAL. LA INTERVENCIÓN ARTÍSTICA COMO DISPOSITIVO SENTIPENSANTE PARA ENTRAMAR EDUCACIÓN Y SALUD
Copyright (c) 2025 Martín Falcati https://creativecommons.org/licenses/by-nc-sa/4.0
INTERCULTURALIDAD(ES) Y SALUD MENTAL: TENSIONES Y CONEXIONES
Copyright (c) 2025 Casandra Gaspar, Marcos Faletti, Daiana Bustos https://creativecommons.org/licenses/by-nc-sa/4.0
ACCESO AL DERECHO INTEGRAL DISIDENTE EN TIEMPOS DE ODIO: INTERCAMBIOS INTERDISCIPLINARES, COLECTIVOS Y COMUNITARIOS EN LA UNIVERSIDAD
Copyright (c) 2025 Franco Ortiz, María Paula Gariglio https://creativecommons.org/licenses/by-nc-sa/4.0
LA COMPLEJIDAD DE LOS CONSUMOS PROBLEMÁTICOS: UN DIÁLOGO DE VOCES Y MIRADAS DIVERSAS
Copyright (c) 2025 Laura Elisa Cappellón, Verónica Delgado, Daniela Milanese https://creativecommons.org/licenses/by-nc-sa/4.0
ACERCA DE LA CONSTRUCCIÓN DE UNA TRAMA CONCEPTUAL Y PRÁCTICA PARA ACOMPAÑAR TRAYECTORIAS ATRAVESADAS POR CONSUMOS PROBLEMÁTICOS
Copyright (c) 2025 Eugenia Decca https://creativecommons.org/licenses/by-nc-sa/4.0
DEFENDAMOS A LAS POBLACIONES QUE NOS NECESITAN, DEFENDAMOS NUESTROS DERECHOS A UNA SALUD MENTAL COMUNITARIA
Copyright (c) 2025 Fer Albornoz https://creativecommons.org/licenses/by-nc-sa/4.0
FILOSOFÍA, CIENCIA POLÍTICA Y SALUD MENTAL EN EL CONTEXTO CONTEMPORÁNEO
Copyright (c) 2025 Santiago José Polop https://creativecommons.org/licenses/by-nc-sa/4.0
SALUD MENTAL Y COMUNIDAD. UNA APROXIMACION A LA CUESTIÓN DE LA ACCESIBILIDAD Y LOS CUIDADOS
Copyright (c) 2025 Martin de Lellis https://creativecommons.org/licenses/by-nc-sa/4.0
THE IMPORTANCE OF EDUCATION AS A SPACE FOR HEALTH TRAINING: "INTERUNIVERSITY DIALOGUES TO CONSIDER COMMUNITY MENTAL HEALTH IN CURRENT TIMES"
This Dossier from the Contextos de Educación Journal brings together productions that disseminate emerging knowledge from the 2da. Jornada Interuniversitaria de Salud Mental (2nd Interuniversity Conference on Mental Health), “La emergencia de una Salud Mental con sentido social y comunitario ante los discursos y prácticas de odio en los tiempos que corren” (The Emergence of Mental Health with a Social and Community Meaning in the Face of Hateful Discourse and Practices in Current Times), held in October 2024 at the Universidad Nacional de Río Cuarto. The conference, the result of a collaborative effort by local universities: the Universidad de Mendoza, Universidad Siglo XXI and the Universidad Nacional de Río Cuarto, was intended to generate a reflective discussion on the reality of mental health currently crisscrossed by a complex context permeated by hateful discourse. This reality required work to proclaim its public, social, collective, and community meaning from and with the people. These meanings are recovered in the manuscripts that comprise it, which provide the potential to drive transformations in this field.
Copyright (c) 2025 Leticia Andrea Saavedra, María Paula Juárez, Verónica Delgado, Liliana Tarditi https://creativecommons.org/licenses/by-nc-sa/4.0
CHALLENGES IN ENGLISH AS A FOREIGN LANGUAGE LEARNING (EFL): BELIEFS AND EMOTIONS OF ADULT STUDENTS
Learning a foreign language can be particularly challenging for adult students. This process demands a comprehensive understanding of the various factors that influence it. Previous studies have shown that beliefs and emotions are intrinsically interconnected affective factors that influence how students approach learning. Recognizing the relevance of affective factors in foreign language learning (EFL), this qualitative study explores the beliefs, emotions, and challenges faced by adult students learning English in an adult education context in the province of Jujuy, Argentina. Through a semi-structured questionnaire and in-depth interviews, the beliefs and emotions related to their learning processes were identified. The results showed that, although students shared strong motivation to learn English related to better professional and work opportunities, they faced significant challenges in their learning processes. This study highlights the importance of designing more effective pedagogical interventions that address both cognitive and emotional aspects and help adult students face challenges in their learning processes.
Beliefs – Emotions - English as a Foreign Language – Adult Students
Copyright (c) 2025 Verónica Mariela Piquer, María Celeste Gabriela Toconas https://creativecommons.org/licenses/by-nc-sa/4.0
WHAT HAPPENS IN A PHILOSOPHY CLASS? A BRIEF THEORETICAL PROPOSAL AND A CASE STUDY: RODOLFO KUSCH'S AESTHETICS CLASSES
In this paper, I explore the difference between what is presented in the curricula and what actually happens in a philosophy lesson. I analyze how this hidden class can escape formal recording, missing crucial details of effective teaching. Based on Waquet's proposal on the oral history of science, I propose a methodology to reconstruct what happens in the classroom, using various sources, such as the teacher notes, student notes, and student interviews. I exemplify the research with an analysis of Rodolfo Kusch's Aesthetics classes at the Prilidiano Pueyrredón School of Fine Arts. I suggest that interviews can capture the impact of lectures on students, providing a new way of studying and understanding philosophy teaching beyond formal records.
Philosophy/Aesthetics - Hidden curriculum - Rodolfo Kusch - Hidden class - Oral history of education
Copyright (c) 2025 Emilio David Binaghi https://creativecommons.org/licenses/by-nc-sa/4.0
REFLECTIONS ON VIRTUAL EDUCATION IN BIOLOGICAL AND AGRICULTURAL SCIENCES
Distance education arises from the need to provide training to students who have difficulties attending classroom training. This learning method was and is used not only as an auxiliary and/or complementary tool, but also as an effective learning that helps people of any age and gender. In the fields of biological and agricultural sciences, its application offers specific opportunities and challenges. This study aimed to identify the main advantages and disadvantages of Virtual Education (VE) recognized by students and teachers of these university fields, to know their experiences and opinions regarding the incorporation of this modality in undergraduate training, and to critically reflect on the teaching-learning process in virtual environments. To achieve these objectives, 75 open and closed-response online surveys were carried out with undergraduate students and teachers of Agronomy and Biology majors. 72% of those surveyed considered a mixed modality feasible, where practical activities (field and/or laboratory) being in-person and theoretical activities (including consultation classes and midterm assessments) being delivered online. However, there is a clear need to adopt pedagogical techniques that promote better communication and interaction between teachers and students, as well as among peers.
virtual education, biological sciences, agricultural sciences, mixed methods
Copyright (c) 2025 Valeria Santa, Claudia Dellafiore https://creativecommons.org/licenses/by-nc-sa/4.0
ADDRESSING DISABILITY AT THE NATIONAL UNIVERSITY OF RÍO CUARTO. INSTITUTIONAL MANAGEMENT PERSPECTIVES
The text addresses a qualitative study on the inclusion of students with disabilities at the National University of Río Cuarto, exploring how educational institutions build their identity through formal and practical dimensions. The methodology, framed in an interpretive-comprehensive paradigm, seeks to go beyond the superficial description of policies, delving into the meanings and senses that actors construct around educational inclusion. The approach to disability is analyzed from two complementary perspectives: official documentation and everyday experiences. The study recognizes a growing interest in making the conditions of students with disabilities visible, although it points out that, based on the data obtained in the research process even, institutionally, the necessary depth to generate structural transformations has not yet been achieved. The research, developed between 2020 and 2023, recovers the voices of various educational actors linked to management to understand the place that disability occupies in the university agenda and how institutional worldviews shape organizational culture and educational processes. The fundamental objective is to reveal how individual and collective interpretations shape inclusive practices in the university environment.
Copyright (c) 2025 Silvia Castro https://creativecommons.org/licenses/by-nc-sa/4.0
EDUCATIONAL INCLUSION OF STUDENTS WITH DISABILITIES AT THE HIGHER LEVEL
In this article we aim to get closer to understanding the inclusive policies and actions carried out at the UNRC, through the analysis of institutional policies and the situation of the inclusion of people with disabilities. This approach is part of the knowledge construction carried out within the framework of the Research Project entitled: Inclusion of students with disabilities at the National University of Río Cuarto. From text to practice. It studied the educational inclusion of students with disabilities at the UNRC, from the various devices (regulations and actions) that are put into practice for this population group. To this end, from methodological aspects, the research adopted a qualitative approach, with the UNRC being the setting. The procedures selected for collecting information were in-depth interviews, document analysis, among others. The data analysis was carried out in the context of grounded theory, taking the constant comparison method as a strategy. In the discussion and conclusion, it is identified that there is an attempt to consider educational inclusion in the diversity of proposals carried out at the UNRC, through different actions, projects and programs. In relation to the inclusion of people with disabilities, individual and particularised approach actions are observed since they are given in response to specific emerging issues. Furthermore, there is a lack of clarity in the guidelines and little institutional communication in relation to the problem.
disability, inclusive education, higher education, institutional policy
Copyright (c) 2025 Paola Isabel Rossi, María Florencia López Sosa https://creativecommons.org/licenses/by-nc-sa/4.0
PRECONCEIVED NOTIONS ABOUT LEARNING IN FIRST-YEAR STUDENTS OF THE BACHELOR’S DEGREE IN PSYCHOPEDAGOGY
This article shares some results of a research that began in 2022, whose topic addresses the processes of knowledge construction, particularly of a nodal notion such as learning, in students studying the Bachelor of Psychopedagogy at a private university and a state university in the province of Córdoba (Argentina). This is a reconstructive analysis of the processes, from a psychogenetic and psychosocial perspective, using a longitudinal qualitative approach. In this paper we present a section in which we address preconceived notions, that is, preconceptual constructions as representations or beliefs held about learning identified in the utterances that young people express in written productions. 52 letters from students who were at the beginning of the first year of their degree are analysed. In the analysis we found that intuitive approaches to learning are associated with a process in which there is temporality as well as continuity and permanence; a novelty, given that learning incorporates new knowledge and a quantitative increase in more cumulative than transformative terms. In addition to these characteristics, they highlight the importance of experience and intersubjectivity when learning, and they also value subjective aspects such as the desire and interest in learning, while also considering that this determines the purpose or reason for learning.
University, students, Psychopedagogy, learning
Copyright (c) 2025 Sandra María Gómez https://creativecommons.org/licenses/by-nc-sa/4.0
Academic paths of university students with disabilities according to statistical data
This document aims at sharing the analysis of statistical data regarding the processes of admission, permanence, graduation, and dropout of students with disabilities at the National University of Río Cuarto (hereinafter UNRC). It is part of the Research Project 'Inclusion of students with disabilities at the National University of Río Cuarto: From text to practice,' led by Magister Silvia Castro. The study is framed in a qualitative methodology that contributes to understanding reality through interpretation and comprehension (Taylor and Bogdan, 1992) and to examine the educational phenomenon by generating conceptual frameworks (Sirvent and Rigal, 2015). Vasilachis (2006, citing Mason, 1996) characterizes qualitative research as being grounded in a philosophical position that is interested in the ways in which the social world is interpreted, understood, and produced; based on methods that generate flexible and context-sensitive data; and supported by analysis and explanation methods that include understanding complexity, detail, and context. Based on the data obtained regarding the educational trajectories of students with disabilities at the UNRC who enrolled between the years 2019 and 2021, 3 categories of analysis have been constructed: University admission at the UNRC; Permanence and graduation at the UNRC; Dropout from academic training at the UNRC.
Copyright (c) 2024 Betiana Elizabeth Olivero, Emilio Jorge Faino