ENTRE LA MEJORA EDUCATIVA Y LA INTEGRACIÓN EDUCACIONAL: INTERPRETACIONES DE LOS EQUIPOS PACE ACERCA DE LA INCLUSIÓN DEL SUJETO TALENTOSO/VULNERABLE EN LA EDUCACIÓN SUPERIOR CHILENA.
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| Title: | ENTRE LA MEJORA EDUCATIVA Y LA INTEGRACIÓN EDUCACIONAL: INTERPRETACIONES DE LOS EQUIPOS PACE ACERCA DE LA INCLUSIÓN DEL SUJETO TALENTOSO/VULNERABLE EN LA EDUCACIÓN SUPERIOR CHILENA. |
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| Alternate Title: | BETWEEN EDUCATIONAL IMPROVEMENT AND EDUCATIONAL INTEGRATION: THE INTERPRETATIONS OF AFFIRMATIVE ACTION TEAMS REGARDING THE INCLUSION OF GIFTED/VULNERABLE SUBJECTS IN CHILEAN HIGHER EDUCATION. |
| Authors: | Miranda-Molina, Rafael1 ramiranda@uahurtado.cl |
| Source: | Calidad en la Educación. jul2025, Issue 62, p1-29. 29p. |
| Subject Terms: | *Affirmative action programs in education, *Affirmative action programs, *Right to education, Social integration, Social action |
| Abstract (English): | Affirmative action constitutes a set of strategies increasingly deployed to address the tension between selectivity and equity associated with the massification of education. However, little research has examined the role of the professionals involved in these strategies. This study investigates the professionals of the Higher Education Access Program (PACE), new members of the so-called "third space professionals", who are usually associated with the field of "inclusion." Based on interviews with 38 professionals from two universities in the capital city, the analysis addresses how they interpret PACE, their responsibilities, and their positioning within it. A clear division emerges regarding professional and political commitments between the teams for Preparation in Secondary Education (PSE) and Student Support and Follow-up (SSF). PSE is oriented toward educational improvement in public secondary schools and understands education as a universal human right, while SSF is oriented toward educational integration and understands higher education as a meritocratic right, although both groups share a political commitment to inclusion and social justice. These findings allow us to problematize the association between affirmative action and social justice within a context where discourses of merit and student deficit constitute the dominant rationality of the selective university. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Las acciones afirmativas constituyen estrategias progresivamente desplegadas para abordar la tensión entre selectividad y equidad propia de la fase de masificación, sin embargo, han sido poco investigadas respecto del rol de sus sujetos profesionales. Con este trabajo se indaga acerca de las y los profesionales del Programa de Acceso a la Educación Superior (PACE), nuevos integrantes del llamado "cuarto estamento", que son usualmente asociados a un ámbito de "inclusión". A partir de entrevistas a 38 profesionales en dos universidades de la capital, el análisis aborda la forma en que interpretan el programa, sus responsabilidades y sus posicionamientos dentro de él. Se identifica, entonces, una marcada división en términos de compromisos profesionales y políticos entre los equipos de Preparación en la Enseñanza Media (PEM) y de Acompañamiento en la Educación Superior (AES). PEM se orienta a la mejora educativa de los liceos y concibe la educación como un derecho humano universal; AES se orienta a la integración educacional y concibe la educación superior como un derecho meritocrático, aunque ambos grupos comparten un compromiso político con la inclusión y justicia social. Estos resultados permiten problematizar la asociación entre acción afirmativa y justicia social en un terreno donde los discursos de mérito y déficit estudiantil constituyen la racionalidad dominante de la universidad selectiva. [ABSTRACT FROM AUTHOR] |
| Copyright of Calidad en la Educación is the property of Consejo Nacional de Educacion and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 188534927 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: ENTRE LA MEJORA EDUCATIVA Y LA INTEGRACIÓN EDUCACIONAL: INTERPRETACIONES DE LOS EQUIPOS PACE ACERCA DE LA INCLUSIÓN DEL SUJETO TALENTOSO/VULNERABLE EN LA EDUCACIÓN SUPERIOR CHILENA. – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: BETWEEN EDUCATIONAL IMPROVEMENT AND EDUCATIONAL INTEGRATION: THE INTERPRETATIONS OF AFFIRMATIVE ACTION TEAMS REGARDING THE INCLUSION OF GIFTED/VULNERABLE SUBJECTS IN CHILEAN HIGHER EDUCATION. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Miranda-Molina%2C+Rafael%22">Miranda-Molina, Rafael</searchLink><relatesTo>1</relatesTo><i> ramiranda@uahurtado.cl</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Calidad+en+la+Educación%22">Calidad en la Educación</searchLink>. jul2025, Issue 62, p1-29. 29p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Affirmative+action+programs+in+education%22">Affirmative action programs in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Affirmative+action+programs%22">Affirmative action programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Right+to+education%22">Right to education</searchLink><br /><searchLink fieldCode="DE" term="%22Social+integration%22">Social integration</searchLink><br /><searchLink fieldCode="DE" term="%22Social+action%22">Social action</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: Affirmative action constitutes a set of strategies increasingly deployed to address the tension between selectivity and equity associated with the massification of education. However, little research has examined the role of the professionals involved in these strategies. This study investigates the professionals of the Higher Education Access Program (PACE), new members of the so-called "third space professionals", who are usually associated with the field of "inclusion." Based on interviews with 38 professionals from two universities in the capital city, the analysis addresses how they interpret PACE, their responsibilities, and their positioning within it. A clear division emerges regarding professional and political commitments between the teams for Preparation in Secondary Education (PSE) and Student Support and Follow-up (SSF). PSE is oriented toward educational improvement in public secondary schools and understands education as a universal human right, while SSF is oriented toward educational integration and understands higher education as a meritocratic right, although both groups share a political commitment to inclusion and social justice. These findings allow us to problematize the association between affirmative action and social justice within a context where discourses of merit and student deficit constitute the dominant rationality of the selective university. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: Las acciones afirmativas constituyen estrategias progresivamente desplegadas para abordar la tensión entre selectividad y equidad propia de la fase de masificación, sin embargo, han sido poco investigadas respecto del rol de sus sujetos profesionales. Con este trabajo se indaga acerca de las y los profesionales del Programa de Acceso a la Educación Superior (PACE), nuevos integrantes del llamado "cuarto estamento", que son usualmente asociados a un ámbito de "inclusión". A partir de entrevistas a 38 profesionales en dos universidades de la capital, el análisis aborda la forma en que interpretan el programa, sus responsabilidades y sus posicionamientos dentro de él. Se identifica, entonces, una marcada división en términos de compromisos profesionales y políticos entre los equipos de Preparación en la Enseñanza Media (PEM) y de Acompañamiento en la Educación Superior (AES). PEM se orienta a la mejora educativa de los liceos y concibe la educación como un derecho humano universal; AES se orienta a la integración educacional y concibe la educación superior como un derecho meritocrático, aunque ambos grupos comparten un compromiso político con la inclusión y justicia social. Estos resultados permiten problematizar la asociación entre acción afirmativa y justicia social en un terreno donde los discursos de mérito y déficit estudiantil constituyen la racionalidad dominante de la universidad selectiva. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Calidad en la Educación is the property of Consejo Nacional de Educacion and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=188534927 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.31619/caledu.n62.1533 Languages: – Code: spa Text: Spanish PhysicalDescription: Pagination: PageCount: 29 StartPage: 1 Subjects: – SubjectFull: Affirmative action programs in education Type: general – SubjectFull: Affirmative action programs Type: general – SubjectFull: Right to education Type: general – SubjectFull: Social integration Type: general – SubjectFull: Social action Type: general Titles: – TitleFull: ENTRE LA MEJORA EDUCATIVA Y LA INTEGRACIÓN EDUCACIONAL: INTERPRETACIONES DE LOS EQUIPOS PACE ACERCA DE LA INCLUSIÓN DEL SUJETO TALENTOSO/VULNERABLE EN LA EDUCACIÓN SUPERIOR CHILENA. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Miranda-Molina, Rafael IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: jul2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 07174004 Numbering: – Type: issue Value: 62 Titles: – TitleFull: Calidad en la Educación Type: main |
| ResultId | 1 |
