The policy of inclusive education in Colombia (2013-2016) from a rights perspective

This article supports the thesis that social inclusion policies through higher education constitute an emancipatory mechanism, understood emancipation as the guarantee of human rights. With a three-dimensional approach to inclusion, which involves the categories of redistribution, recognition and participation, the contents of institutional documents on inclusive education of the Ministry of Education of Colombia were analyzed with the help of text analysis tools, aimed at fostering access, permanence and graduation in institutions of higher education. With this three-dimensional approach, it is concluded that the inclusion of women, sexual diversities, people belonging to ethnic groups (indigenous, Afro-Colombian, Rrom, raizales and palenqueros), people with disabilities, victims of armed conflict, demobilized of illegal armed groups and inhabitants border, it tends more towards recognition than towards redistribution or political participation; and, that in any case, such public policies represent a guarantee of human rights to non-discrimination and human dignity.