Social/Educational Inclusion, in the Key of Higher Education

Abstract

The purpose of the article is to problematize social and educational inclusion, in the
key of higher education. It assumes that education is an essential and inalienable task
of the progress of humanity that enables the development of people and enhances
their abilities in moral, social and cultural aspects. The issue of inclusion is
approached from the development of the social and educational binomial, as a way of
facing education from a social edge, where it is considered as a human right,
therefore, intrinsically inclusive. The approach to the subject will be carried out from
a documentary bibliographic methodology, which considers UNESCO'S guidelines as
main sources, especially the Salamanca Statement and the framework for action for
special educational needs (UNESCO, 1994), national public policy and Some authors
who critically deal with the subject; from this review, it is proposed to address the
inclusion in higher education, from an integral dimension, expressed with the social/ educational concept. Thus, the article proposes a typological definition of inclusionthat includes the concepts of belonging, equality, equity and social justice,
dimensions that should be present in educational policies otherwise, inclusion will
continue, paradoxically, being exclusive.