Equidad en la Educación Superior Cubana : Logros y Desafíos

dc.contributor.authorTristá Pérez, Boris
dc.contributor.authorAlmeida, Amelia Gort
dc.contributor.authorIñigo Bajos, Enrique
dc.contributor.institutionFaculdade de Ciências Sociais, Educação e Administração
dc.date.issued2013
dc.descriptionRevista Lusófona de Educação
dc.description.abstractSocial inclusion in education and, particularly in Higher Education is a relevant study field, because of its significant impact in social and economic growth. It is well known that universities in Latin America where exclusive institutions situation which could be associated with different factors such as the 300 years of colonialism, the black spot of slavery and the traditional gender discrimination. In the Cuban case, after 1959 Revolution, the Government proclaimed the right to education as one of its main policies and made remarkable efforts to promote social inclusion of traditionally vulnerable groups historically discriminated due to gender or skin color, instead of the uneasy economic conditions derived from the United States Government hostility to the revolutionary process. The problem is if the implemented programs to promote equity have been enough and if the new policies in Higher Education access could lead to new forms of vulnerability for different social groups. That is why the objective of the study presented is to identify the present trends in Cuban Higher Education equity by mean of the analysis of indicators such as: schooling rate, social and demographic characteristics of enrolment, educational funding and parents’ educational level, among others. The results show a strong trend to equity, however, there are others vulnerability factors which can be associated with the concept of accumulation of cultural capital presented by Bourdieu in different texts. The hypothesis is that those vulnerability factors will be reinforced in the next years because of the promulgation of a meritocratic access system that will make appear new exclusion factors at long and medium terms. Some of the factors linked to accumulation of cultural capital like parents educational level, quality of teaching in the pre-university level and community cultural environment must be under scrutiny in the next years and are considered in the present work.en
dc.description.statusNon peer reviewed
dc.formatapplication/pdf
dc.identifier.citationTristá Pérez , B , Almeida , A G & Iñigo Bajos , E 2013 , ' Equidad en la Educación Superior Cubana : Logros y Desafíos ' , Revista Lusófona de Educação .
dc.identifier.issn1646-401X
dc.language.isospa
dc.publisherEdições Universitárias Lusófonas
dc.relation.ispartofRevista Lusófona de Educação
dc.rightsopenAccess
dc.subjectEDUCAÇÃO
dc.subjectINCLUSÃO ESCOLAR
dc.subjectENSINO SUPERIOR
dc.subjectSOCIOLOGIA DA CULTURA
dc.subjectCUBA
dc.subjectEDUCATION
dc.subjectSCHOOL INCLUSION
dc.subjectHIGHER EDUCATION
dc.subjectSOCIOLOGY OF CULTURE
dc.subjectSDG 5 - Gender Equality
dc.subjectSDG 10 - Reduced Inequalities
dc.subjectSDG 17 - Partnerships for the Goals
dc.titleEquidad en la Educación Superior Cubana : Logros y Desafíoses
dc.typearticle

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