Resumo

TEJEDA-CERDA, Pamela  e  FERNANDEZ-MORENO, Aleida. Higher education policy in the Southern Cone Countries. rev.fac.med. [online]. 2015, vol.63, suppl.1, pp.33-40. ISSN 0120-0011.  https://doi.org/10.15446/revfacmed.v63n3sup.49329.

Background. National education policies of the Southern Cone countries were reviewed as a background for this research. Later on, institutional policies of the National University of La Plata (Argentina), the University of Santiago de Chile (Chile), and the University of the Republic (Uruguay) were compared. Objective. To typify and construe the policies of higher education by assessing factors that promote or restrict an inclusive higher education for students with disabilities in Argentina, Chile and Uruguay. Materials and Methods. This is a qualitative study based on documentary sources. From a comparative perspective, national laws and university regulations which nurtured the categories and matrices for political analysis of information were explored. Results. Different political approaches emerged: a stance on rights by Argentina, a biomedical and differentiated approach by Chile, and a social approach to disability by Uruguay. Conclusions. Argentina leads the way for a policy of inclusive higher education. In both, Chile and Uruguay, there are changes in their institutional policies, however, they still show limitations. Access processes in Chile are constrained because of high costs and financing difficulties. Students with disabilities are particularly affected by social and economic inequality in Latin America. Although there is a legal framework that protects education, realities of the Southern Cone countries differ in the processes of access, retention and graduation of these students.

Palavras-chave : Disabled Persons; Persons with disabilities; Higher education; Public policy.

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