Pedagogical and philosophical perspective of uniclaretiana from the concept of educational justice

Abstract

The current context of social inequalities in Latin America questions and, at the same time, challenges the higher education scenario in the search for processes of social transformation. These challenges are understood, within the framework of this presentation, from educational justice, understood as the possibility of quality access to teaching and learning as a result of individual practices and collective actions. From this perspective, and from a theoretical reflection, we try to identify the contributions offered by the pedagogical and philosophical perspective of the Claretian University Foundation (Uniclaretiana) in its commitment to higher education and inclusive, with a humanist, liberating, critical and contextual perspective , as a response to the aspirations of those communities that face the realities of poverty, exclusion and socio-political violence, especially indigenous people, African-descendents and peasants, to access a university that fits their context and life dynamics; nevertheless, the demands of the socioeconomic model and the education system in particular make it difficult to materialize.