Pedagogical and curricular innovation for social inclusion in Higher Education

Abstract

From a pedagogical perspective, the curricular processes of two universities have been taken as the axis of reflection, with the purpose of understanding how to approach the social inclusion of diverse populations in and from higher education institutions. For this, a methodology of reflection in the action and documentary analysis has been implemented, based on experiences lived in processes of innovation and curricular flexibility in the National Open and Distance University and in the Pilot University of Colombia. The fruit of this reflection is shared, through the elements found as necessary to achieve inclusion, these are: the curricular relevance to the demands of the complex context and respond to the needs of the subjects. In the same sense, response alternatives are identified in the curricular processes, such as the implementation of freedom practices, the experience of communication and dialogicity in the pedagogical relationship, the configuration of flexibility as