Reflections about inclusion of vulnerable groups in Higher Education. The Tutorial Device: a space under construction

In recent years, the presence of vulnerable groups (disabled people and members of indigenous communities) at universities has achieved greater visibility and attention from government agencies, public policy and educational institutions. This paper is a thoughtful analysis of the relationship between diversity and socio-educational inclusion at the university spaces as well as the distance between normative discourses and real practices, addressing the devices that universities use to guide, accompany and support the academic and personal processes carried out by students. Contributions from two doctoral research on the subject in argentine public universities will be recalled. These studies integrate quantitative and qualitative methodology, with a strong predominance on the second. For the purposes of the study, semi-structural interview was designed to relieve some basic variables and significant axes. Also, the researchers use key informant interviews, in order to regain institutional and organizational aspects that could enrich the approach. From the results of these research in regard with the real practices, it would be important, once this findings had been acquired, to be socialized in order to include the study and treatment of diversity at the university agenda, promoting the design and implementation of policies, programs, and affirmative actions (tutoring, orientational and supporting systems) that may bring on more democratic, inclusive and intercultural spaces, and that the process of entry, persistence and graduation of students in vulnerable situation become stronger and more significant.