Inclusive access to higher education in Chile: An analysis from the perspective of the social capital of vulnerable students

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dc.contributor.authorVivero Arriagada, Luis
dc.contributor.authorMolina Chavez, Walter
dc.contributor.authorHuenulao Arellano, Marcela
dc.date2020
dc.date.accessioned2021-04-30T16:34:18Z
dc.date.available2021-04-30T16:34:18Z
dc.description.abstractThe object of this work is to identify the different types of capital possessed by students of the 2019 cohort of Universidad Catolica de Temuco who entered the university via the inclusive access program. The principal theoretical references are the works of Pierre Bourdieu on developed social and cultural capital; and Paulo Freire's perspective of liberating popular education. The methodology used is a qualitative study with interpretative analysis of discourse. The results show that the students possess types of social and cultural capital which hinder their insertion in higher education and their social interaction, especially in a social-educational environment.
dc.identifier.citationINTERCAMBIOS-DILEMAS Y TRANSICIONES DE LA EDUCACION SUPERIOR,Vol.7,41-50,2020
dc.identifier.doi10.29156/INTER.7.1.4
dc.identifier.urihttp://repositoriodigital.uct.cl/handle/10925/3013
dc.language.isoes
dc.publisherUNIV REPUBLICA. COMISION SECTORIAL ENSENANZA
dc.sourceINTERCAMBIOS-DILEMAS Y TRANSICIONES DE LA EDUCACION SUPERIOR
dc.subject.englishAccess to education
dc.subject.englishsocial interaction
dc.subject.englishacademic performance
dc.subject.englishsocial exclusion
dc.titleInclusive access to higher education in Chile: An analysis from the perspective of the social capital of vulnerable students
dc.typeArticle
uct.catalogadorWOS
uct.indizacionESCI
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