Inclusion and interculturality in access to higher education: the case of Misiones, Argentina

Abstract

In this article we propose to outline the actions developed for the expansion of access to higher education in the province of Misiones, Argentina, with a special attention to the disabled and indigenous student population of the province. In order not to overlook the fact that there are multiple and different ways (histories and positions) of experiencing interculturality and inclusion, we proceed by comparing the results of our personal research with two population groups: students with special needs and Guarani students; their insertion into higher education, and the problems and issues that remain unresolved. In the case of Guarani students, we approach the issue from an ethnographic perspective; in the case of students with disabilities, we use a narrative biographical approach in conjunction with the analysis of documents.