scholarly journals Motivación para la “inclusión”, características y necesidades de los estudiantes y docentes en la universidad. (Aplicativo con análisis de Recibido: Abril 02 de 2015 Aceptado: Junio 10 de 2015 gráficos estadísticos)

2015 ◽  
Vol 6 (1) ◽  
pp. 107
Author(s):  
Ruth Mery González-Sepúlveda
Keyword(s):  
Inclusive Education ◽  
Information Search ◽  
Qualitative Methodology ◽  
College Education ◽  
Quality Education ◽  
World Population ◽  
Educación Superior ◽  
Persons With Disabilities ◽  
Educacion Superior ◽  
The Right

ResumenActualmente existe la necesidad y preocupación por el derecho a garantizar a la  población vulnerable el acceso a una educación de calidad my al mismo tiempo, a la informaciónmy al conocimiento. No obstante,  aunque en varios países  del mundo los gobiernos han hecho grandes esfuerzos por traducir en acciones concretas el derecho a la educación y construir sistemas educativos más inclusivos; aproximadamente un porcentaje mínimo  de la población mundial presenta algún tipo de discapacidad y la tarea es integrarlas en todos los ámbitos de la vida social.  El Gobierno exige a las Instituciones educativas y entre ellas a las de Educación Superior, asumir nuevos retos y por  tanto “la inclusión de personas en situación de discapacidad” es uno de ellos; participar en la  construcción de  sociedades más inclusivas, justas e igualitarias, através del desarrollode modelos educativos de calidad, sensibles a la enorme diversidad con necesidades múltiples de aprendizaje. Por lo anterior, surge la inquietud de conocer estas necesidades y características específicas de los grupos de interés, percepciones, que con soportes estadísticos determinan en ellos,  interacciones de factores intervinientes que  explique tipos de innovación requerida por estas personas en situación de discapacidad y dé respuesta a sus necesidades siendo integrantes de la sociedad  Nortesantandereana. De Allí el propósito de participar en una “Inclusión” .Con propuestas educativas que orienten el desarrollo de competencias en estudiantes con alguna clase de discapacidad y cursen educación superior. El diseño de la investigación corresponde a una perspectiva en torno al paradigma cuantitativo con apoyo de metodología cualitativa; un enfoque multimétodo por su desarrollo como modelo operativo viable para solucionar problemas,  requerimientos o necesidades de un grupo social. La búsqueda de la información seguirá diferentes fases  resultado de análisis descriptivos mirando la realidad del objeto de estudio desde diferentes puntos de vista.  Para el análisis e interpretación de la información se utilizó herramientas de Excel, Spss. Con esta investigación  se espera participar en el inicio a la “Inclusión” funcionando como esquema mediador entre la realidad educativa y el conocimiento.Palabras claves: Discapacidad, características, inclusión, universidad, Educación, competencia, Inclusión.AbstractThere is a necessity and concern for the right to ensure vulnerable people access to quality education and at the same time , information and knowledge. However, although in several countries governments have made great efforts to translate into action the right to education and to build more inclusive education systems; about a minimum percentage of the world population has a disability and the task is to integrate them in all areas of social life.The Government requires educational institutions and among them those of Higher Education, taking on new challenges and therefore “ the inclusion of persons with disabilities “ is one of them ; participate in building more inclusive, just and egalitarian societies through the development of , sensitive to the enormous diversity with multiple learning needs quality education models . Therefore, the concern to meet these needs and specific interest groups , perceptions arises characteristics that determine statistical supports them, interactions intervening factors that explain types of innovation required for these disabled people and responds to their needs Nortesantandereana being members of society. Hence the purpose of engaging in a “Inclusion” with educational proposals to guide the development of skills in college students with some kind of disability.The research design corresponds to a perspective on the quantitative paradigm supported by qualitative methodology; a multi-method approach as a viable development to solve problems, requirements or needs of a social group operating model. The Information search phases will result in descriptive analyzes looking at the reality of the subject matter from different points of view. For the analysis and interpretation of information tools Excel, SPSS was used. This research is expected to participate in the beginning to “Inclusion” scheme working as a mediator between the educational reality and knowledge.Keywords: Disability, features, inclusion, college, education, competition, Inclusion.

scholarly journals The Right to Inclusive Education in the Light of the Convention on the Rights of Persons with Disabilities

1970 ◽  
pp. 329-342
Author(s):  
Boubacar Sidi Diallo
Keyword(s):  
Human Rights ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Academic Progress ◽  
Social Situation ◽  
Quality Education ◽  
Educational Institutions ◽  
Right To Education ◽  
Persons With Disabilities ◽  
The Right

This article examines the rights of persons with disabilities in the field of inclusive education based on fundamental human rights outlined in the Convention on the Rights of Persons with Disabilities. Inclusive education is essential to achieve universal respect for the right to education, including persons with disabilities. Only inclusive education systems can offer persons with disabilities both quality education and the opportunity to improve their social situation. Inclusive education is not just about placing students with disabilities in mainstream educational institutions; it also means making them feel welcome, respected and valued. The values that underlie the concept of inclusive education reinforce the capacity of everyone to achieve their goals and to conceive of diversity as a source of enrichment. Students with disabilities need appropriate support to participate in the education system on an equal basis with other students. Ordinary educational institutions must provide students with disabilities with a learning environment that maximizes academic progress and socialization.

scholarly journals El derecho fundamental a una educación de calidad : especial consideración a la educación superior a distancia como estrategia institucional para potenciar la calidad educativa

2012 ◽  
Author(s):  
Juan Manuel Goig Martínez ◽  
Valentina Gobbo Coin
Keyword(s):  
Educational Process ◽  
Quality Education ◽  
Educación Superior ◽  
Educational Model ◽  
Right To Education ◽  
Educacion Superior ◽  
Free Development ◽  
Education Model ◽  
The Right ◽  
Correct Understanding

La educación es un derecho fundamental vinculado a la dignidad y al libre desarrollo de la personalidad. Pero su contenido no se limita a cualquier proceso educativo, sino que para un correcto entendimiento del contenido del derecho a la educación, ésta tiene que ser una educación de calidad, que se mide por el cumplimiento de determinados parámetros. El modelo de educación superior a distancia, ofrece un modelo metodológico educativo adecuado como parámetro de calidad.Education is a fundamental right linked to the dignity and the free development of the personality. But its content is not limited to any educational process, but that this must be a quality education, which is measured by compliance with certain parameters for a correct understanding of the content of the right to education. Distance higher education model, offers a methodological educational model suitable as parameter of quality

scholarly journals Equal Opportunities and Inclusion in Higher Education Institutions of Ecuador

2021 ◽  
Author(s):  
R. Saeteros ◽  
E. Ortiz ◽  
A. Saeteros ◽  
M. Mejía
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Higher Education Institutions ◽  
Educación Superior ◽  
Equal Opportunities ◽  
Educacion Superior ◽  
Palabras Clave ◽  
The Right ◽  
Educational Inclusion ◽  
The University

This article aims to place the theme of equal opportunities and educational inclusion in Higher Education Institutions, analyze the challenges of universities regarding guaranteeing these rights, all within the framework of what is established in the different instruments international and national, to show their state of art in view of the need to implement policies and actions in order to respect, protect, guarantee and promote the right to higher education through the conditions of full equality for all the actors that are part from the university community, various orientations, initiatives, advances, potentials and difficulties arise that arise in the challenge of achieving inclusive universities. Despite advances in international and national legislation, it is still a pending challenge for Higher 302 Education Institutions to guarantee equal opportunities and inclusive education. Key Works: Equality. University inclusion. Inclusive education. Excluded groups. Keywords: disability, diversity. Resumen Este artículo, tiene como propósito situar a la temática de la igualdad de oportunidades y la inclusión educativa en las Instituciones de Educación Superior, analizar los retos de las universidades respecto a garantizar estos derechos, todo ello en el marco de lo establecido en los diferentes instrumentos internacionales y nacionales, que muestre su estado de arte ante la necesidad de implementar políticas y acciones con el fin de respetar, proteger, garantizar y promover el derecho a la educación superior a través de las condiciones de plena igualdad para todos los actores que forman parte de la comunidad universitaria, se plantean diversas orientaciones, iniciativas, avances, potencialidades y dificultades que se presentan en el desafío de lograr universidades inclusivas. A pesar de existir avances en la legislación internacional y nacional, aún constituye un reto pendiente para las Instituciones de Educación Superior el garantizar la igualdad de oportunidades y la educación inclusiva. Palabras claves: Igualdad. Inclusión Universitaria. Educación Inclusiva. Grupos excluidos. Palabras clave: discapacidad, diversidad.

scholarly journals CONCEPÇÕES DE PROFESSORES SOBRE A INCLUSÃO DE ALUNOS COM DEFICIÊNCIA VISUAL NA EDUCAÇÃO SUPERIOR

2020 ◽  
Vol 27 (4) ◽  
pp. 255
Author(s):  
Joice Fernanda Pinheiro ◽  
Silvana Maria Moura da Silva
Keyword(s):  
Visual Impairment ◽  
Visually Impaired ◽  
College Education ◽  
Field Research ◽  
Structured Interview ◽  
Educación Superior ◽  
Quota System ◽  
Educacion Superior ◽  
Visually Impaired Students ◽  
The Right

A inclusão educacional se fundamenta em uma concepção de direitos e valores humanos, agregando inúmeras possibilidades para as pessoas com deficiência, em especial, o acesso e a permanência no âmbito educacional com equidade desde a educação infantil até a educação superior. Este estudo teve como objetivo geral analisar as concepções dos professores em relação à inclusão de alunos com deficiência visual na Universidade Federal do Maranhão. Optou-se pelo método fenomenológico, abordagem quanti-qualitativa, pesquisas documental, descritiva e de campo. Participaram desta pesquisa 16 professores de alunos com deficiência visual, matriculados no ano letivo de 2019 e frequentadores de cursos do Centro de Ciências Sociais da referida universidade no campus Dom Delgado. Na coleta de dados foi utilizada a entrevista semiestruturada, cuja análise se voltou para a seleção do discurso de cada participante, sendo realizada uma análise fenomenológica (redução eidética) em unidades significativas. As concepções dos professores em relação à inclusão do aluno com deficiência visual na universidade selecionada contemplaram o direito ao acesso garantido desse aluno por meio do sistema de cotas, acessibilidade plena desde o ingresso do mesmo até sua permanência e a garantia para desenvolver as suas habilidades pelo potencial cognitivo desse aluno. Concluiu-se que apesar das ações desenvolvidas e dos serviços oferecidos, há necessidade de adequação em relação às acessibilidades arquitetônica, pedagógica e comunicacional para a efetivação da inclusão de alunos com deficiência visual na Universidade Federal do Maranhão.Palavras-chave: Inclusão. Concepção. Docência. Deficiência visual. Educação superior. Diversidade.TEACHER CONCEPTIONS ON THE INCLUSION OF VISUAL DISABLED PUPILS IN HIGHER EDUCATIONAbstractEducational inclusion is based on a conception of human rights and values, adding countless possibilities for people with disabilities, especially access to and permanence in the educational sphere with equity from early childhood education to higher education. This study aimed at analyzing teachers' conceptions regarding the inclusion of visually impaired students at the Federal University of Maranhão. The phenomenological method, quanti-qualitative approach, documental, descriptive and field research were chosen. Sixteen professors from visually impaired students, enrolled in the 2019 school year and attending courses at the Center of Social Sciences of the referred university at the Dom Delgado campus participated in this research. The data collection was based on a semi-structured interview, whose analysis was focused on the selection of each participant's speech, with a phenomenological analysis (eidetic reduction) in significant units. The professors' conceptions regarding the inclusion of the visually impaired student in the selected university contemplated the right to guaranteed access for this student through the quota system, full accessibility from the student's entrance until his/her permanence and the guarantee to develop his/her abilities through the cognitive potential of this student. It was concluded that despite the actions developed and the services offered, there is a need for adequacy in relation to the architectural, pedagogical and communicational accessibilities for the accomplishment of the inclusion of students with visual impairment at the Federal University of Maranhão.Keywords: Inclusion. Conception. Teaching. Visual impairment. College education. Diversity.CONCEPCIONES DE PROFESORES SOBRE LA INCLUSIÓN DE ALUMNOS CON DEFICIENCIA VISUAL EM LA EDUCACIÓN SUPERIORResumenLa inclusión educacional se fundamenta en una Concepción de derechos y valores humanos, agregando innúmeras posibilidades para las personas que presentan deficiencia, en especial, el acceso y la permanencia en el ámbito educacional con equidad desde la educación infantil hasta la educación superior. Este estudio tuvo como objetivo general analizar las concepciones de los profesores con relación a la inclusión de alumnos con deficiencia visual en la Universidade Federal do Maranhão. Se optó por el método fenomenológico, abordaje cuanti-cualitativa, investigación documental, descriptiva y de campo. Participaron de esta investigación 16 profesores de alumnos con deficiencia visual, matriculados en el año lectivo de 2019 y frecuentadores de cursos del Centro de Ciencias Sociales de la referida universidad en el campus Dom Delgado. En la colecta de datos fue utilizada la entrevista semiestructurada, cuyo análisis se volcó para la selección del discurso de cada participante, fue realizada un análisis fenomenológico (reducción eidética) en unidades significativas. Las concepciones de los profesores con relación a la inclusión del alumno con deficiencia visual em la universidad seleccionada contemplaron el derecho al acceso garantizado de ese alumno por medio del sistema de cuotas, accesibilidad plena desde el ingreso de este hasta su permanencia y la garantía para desarrollar sus habilidades por el potencial cognitivo de ese alumno. Se concluyó que a pesar de las acciones desarrolladas y de los servicios ofrecidos, hay necesidad de adecuación con relación a las accesibilidades arquitectónica, pedagógica y comunicacional para a efectuación de la a inclusión de alumnos con deficiencia visual en la Universidade Federal do Maranhão.Palabras-clave: Inclusión. Concepción. Docencia. Deficiencia visual. Educación superior. Diversidad. 

scholarly journals Promoting Inclusive Education in Mongolia

2020 ◽  
Author(s):  
Karin Schelzig ◽  
Kirsty Newman
Keyword(s):  
Inclusive Education ◽  
Education System ◽  
Best Practice ◽  
Children With Disabilities ◽  
School Administrators ◽  
Quality Education ◽  
Capital City ◽  
Policy Framework ◽  
The Sustainable Development ◽  
The Right

Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inclusive and equitable education and promoting lifelong learning opportunities for all. This paper explores inclusive education for children with disabilities in Mongolia’s mainstream education system, based on a 2019 survey of more than 5,000 households; interviews with teachers, school administrators, education ministry officials, and social workers; and visits to schools and kindergartens in four provinces and one district of the capital city. Mongolia has developed a strong legal and policy framework for inclusive education aligned with international best practice, but implementation and capacity are lagging. This is illustrated using four indicators of inclusive education: inclusive culture, inclusive policies, inclusive practices, and inclusive physical environments. The conclusion presents a matrix of recommendations for government and education sector development partners.

scholarly journals Recent trends in the development of lifelong inclusive education of persons with disabilities in the Russian Federation

2019 ◽  
Vol 70 ◽  
pp. 10007
Author(s):  
Oksana Prikhodko ◽  
Victoria Manuylova ◽  
Ascha Huseynova ◽  
Olesya Yugova
Keyword(s):  
Inclusive Education ◽  
Professional Education ◽  
Quality Education ◽  
Persons With Disabilities ◽  
High Quality Education ◽  
Healthcare Needs ◽  
Recent Trends ◽  
The Russian Federation ◽  
Key Aspects ◽  
Significant Attention

The article is devoted to the organization and implementation of lifelong inclusive education for children with special healthcare needs and disabilities at various age stages; reveals key aspects of the implementation of inclusive education in the early, preschool and adolescence stages, as well as at the stage of professional education. It describes the special conditions for access to a high-quality education of children with special educational and reveals some problems of inclusive education. Significant attention is given to the issues of tolerance within the context of inclusive education for persons with special healthcare needs and disabilities.

Os Direitos de Educação de Qualidade das Pessoas com necessidades Educacionais Especiais na Perspectiva Inclusiva

2018 ◽  
Vol 19 (2) ◽  
pp. 130
Author(s):  
Julia Alejandra Pezuk ◽  
Eduardo Natali Della Valentina ◽  
João Fernando Brinkmann dos Santos
Keyword(s):  
Human Rights ◽  
Special Needs ◽  
Developmental Disorders ◽  
Quality Education ◽  
Special Educational Needs ◽  
Persons With Disabilities ◽  
International Convention ◽  
Legal Documents ◽  
Inclusive School ◽  
The Right

A educação é um direito universal de todos os indivíduos que prevê a formação do ser humano no conhecimento disponível. No entanto, sabemos atualmente que a educação requer adequações para diversas situações a fim de que seja inclusiva e para todos, e inclua educandos portadores de necessidade especiais para garantir a eles os mesmos direitos e oportunidades. Nesse contexto entender melhor a qualidade e a forma como a educação é feita para todas as pessoas, especialmente para aqueles indivíduos que tem necessidades especiais é fundamental. Por isso a presente pesquisa refere-se a uma revisão de literatura estruturada pelo tema “o direito à educação de qualidade das pessoas com necessidades educativas especiais na perspectiva inclusiva”. Na busca por entender Assim, por meio desta revisão, se objetiva apontar o direito à educação de qualidade a todos, referenciando diversos documentos legais desde a “Declaração Universal dos Direitos Humanos” de 1948 até a “Convenção Internacional Sobre os Direitos das Pessoas com Deficiência” de 2009, compilando informações e propostas de valorização para o atendimento a pessoas com deficiência, transtornos globais de desenvolvimento e altas habilidades na escola inclusiva. É imprescindível notar que a convergência desses documentos garante acesso, permanência e participação a todos, incluindo, portanto, educandos portadores de necessidades especiais.Palavras-chave: Inclusão. Qualidade. Direito. Educação.AbstractEducation is a universal right for all individuals, also called learners, that guarantee the formation of human using the available knowledge that we have today. However, we currently know that education requires adaptations to diverse situations in order to be inclusive and for all, to be capable to include learners with special needs to guarantee to them the same rights and opportunities. In this context, understanding better the quality and the way education is made for all learner, especially for those individuals who have special needs its fundamental. Therefore, the present research refers to a literature-structured review by the theme "the right to quality education of people with special educational needs in an inclusive perspective". The aim of this review is to highlight the right education with quality for everyone, referencing various legal documents from the Universal Declaration of Human Rights of 1948 to the International Convention on the Rights of Persons with Disabilities "Of 2009, compiling information and valuation proposals for the care of people with disabilities, global developmental disorders and high skills in inclusive school. It is important to note that the convergence of these documents guarantees access, permanence and participation to all learners, including, therefore, students with special needs.Keywords: Inclusion. Quality. Right. Education.

scholarly journals Transformación digital. El caso de la creación de una oficina virtual en una Institución de Educación Superior

2021 ◽  
Vol 3 (5) ◽  
pp. 3014-3028
Author(s):  
Edgar René Vázquez González ◽  
Cecilia Ramos Estrada
Keyword(s):  
Qualitative Methodology ◽  
Industrial Revolution ◽  
Education Institution ◽  
Transformation Process ◽  
Digital Transformation ◽  
Transformation Model ◽  
Educación Superior ◽  
Educacion Superior ◽  
Public Service Organizations ◽  
The Impact

El presente trabajo tiene como objetivo describir el proceso de transformación digital en una oficina de servicios en una Institución de Educación Superior Pública en México, para ello se realizó un análisis de la revisión de la literatura relacionada con los conceptos: transformación digital y servicios públicos. A partir de los resultados del análisis de la literatura se identificaron las dimensiones que posibilitan la transformación digital en organizaciones del sector público. Posteriormente, en el caso de estudio se describen los principales servicios que migraron a formatos digitales y que dio origen a una ventanilla virtual de servicios de la institución, el modelo bajo el cual se desarrolló, el impacto generado en los usuarios. El trabajo utilizó una metodología cualitativa que permitió identificar las dimensiones que componen un modelo de transformación digital en instituciones del sector público y cuya viabilidad deberá ser corroborada a través de estudios con mayor profundidad y rigor metodológico.   The present work aims to describe the digital transformation process in a service office in a Public Higher Education Institution in Mexico, for which an analysis of the literature review related to the topics of the fourth industrial revolution, digital transformation and public services. From the result of the analysis of the literature, the dimensions that enable digital transformation in public service organizations were identified. Later, in the case study, the main services that migrated to digital formats and that gave rise to the institution's virtual service window, the model under which it was developed, the impact generated on users are reported. The work was developed under a qualitative methodology that allowed identifying the dimensions that make up a digital transformation model in public sector institutions and whose viability should be corroborated through studies with greater depth and methodological rigor.

scholarly journals Educação inclusiva nas escolas do campo: desafios e possibilidades

2019 ◽  
Vol 4 (2) ◽  
pp. 496-510
Author(s):  
Maria Aparecida Vieira de Melo
Keyword(s):  
Human Rights ◽  
Inclusive Education ◽  
Rural Community ◽  
Legal Framework ◽  
Disabled Children ◽  
Persons With Disabilities ◽  
Regular School ◽  
Educational Processes ◽  
Specialized Care ◽  
The Right

RESUMO: O presente artigo visa expor reflexões acerca da educação inclusiva nas escolas do campo, ainda é um dos temas na educação do campo pouco discutido, daí a importância de um aprofundamento acerca desta temática. A intenção neste trabalho é discutir a inclusão nas escolas do campo de crianças acometidas por deficiências de qualquer natureza. E mais especificamente dialogar com os autores com que vem tendo esta preocupação contribuindo para que uma atenção especial seja oferecida as crianças deficientes da comunidade rural, em particular do Sítio Luz – Canhotinho-PE, identificar na legislação vigente as especificidades que tratam da inclusão nos espaços educativos e, por fim perceber a importância de fazer valer os direitos humanos das pessoas com deficiência em ocuparem as carteiras escolares das escolas de sua comunidade rural. O problema que norteia esta discussão é: a educação em direitos humanos promove a educação inclusiva nas escolas do campo? Metodologicamente este trabalho desenvolve-se a partir de uma revisão de literatura, a luz de autores que defendem os direitos humanos, o marco legal da educação inclusiva e a especificidade da educação do campo. Diante do exposto, percebe-se que a legislação contribui com a discussão do direito a inclusão nos processos educativos, mas não são evidentes especificamente nas escolas do campo, de tal forma os educadores também não estão preparados para intervir pedagogicamente às pessoas que precisam do atendimento especializado no sistema regular de ensino.   PALAVRAS-CHAVE: Direitos Humanos, atendimento especializado, marco legal.   ABSTRACT: This article aims to expose reflections on inclusive education in schools in the field, it is still one of the subjects in the education of little discussed field, hence the importance of deepening about this topic. The intent of this paper is to discuss the inclusion in the kids camp schools affected by disabilities of any kind. And more specifically dialogue with the authors that has had this concern contributing to that special attention be offered disabled children of the rural community, particularly the Light Site - Canhotinho-PE to identify the current legislation the specifics that deal with the inclusion in spaces educational and finally realize the importance of enforcing the human rights of persons with disabilities occupy the desks of the schools in their rural community. The problem that guides this discussion is: a human rights education promotes inclusive education in schools in the field? Methodologically this work develops from a literature review, the light of authors who defend human rights, the legal framework of inclusive education and the specificity of rural education. Given the above, we can see that the law contributes to the discussion of the right to inclusion in the educational processes, but are not evident especially in schools of the field, so educators are also not prepared to intervene pedagogically people in need of care specializes in the regular school system.   KEYWORDS: Human Rights, specialized care, legal framework.

scholarly journals Transparencia y reforma universitaria

2012 ◽  
pp. 182-189
Author(s):  
Dr. Manuel Gil Antón
Keyword(s):  
Higher Education ◽  
Public Institutions ◽  
Fundamental Question ◽  
Educación Superior ◽  
Institutions Of Higher Education ◽  
Educacion Superior ◽  
University Life ◽  
The Right ◽  
The University

A lo largo de esta ponencia el Dr. Gil Antón desarrolla un cuestionamiento fundamental en la discusión por la transparencia en las universidades: “¿Cómo se relacionan la transparencia y la reforma – la vida misma – de nuestras universidades e instituciones de educación superior públicas?” alrededor de esta interrogante va entrelazando elementos de la vida universitaria relacionados con la temática, tales como la autonomía y el derecho a la información. Sobre este último puntualiza que es un derecho que existe, que se debe divulgar y ejercer, para avanzar en la construcción de ciudadanos sabedores de sus posibilidades de acción ante la autoridad.AbstractThroughout this lecture Gil Antón develops a fundamental question in the discussion by the transparency in the universities: “How the transparency and the reform - the same life - of our universities and public institutions of higher education are related?” Around this question the author interrelates elements of the university life related to the thematic, such as the autonomy and the right to the information. On this last the author emphasizes that it is a right that exists, that is due to disclose and to exert, to advance in the construction of knowledgeable citizens of its action possibilities against the authority.

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