Representativeness tensions between the academic and emotional-field, and their relationship with educators in the school culture of PACE university students

Abstract

The objective of this research was to know the emerging factors of school culture that mediate the process of access in university education of a group of students belonging to an inclusive program with academic equity. By means of a qualitative methodology, a two-phase design, and using the techniques of the Grounded Theory, in-depth interviews and a focus group were developed. The results allowed to raise 3 categories of analysis, giving account of various tensions and questions to the representativeness of the academic category as an indicator of the personal talent and abilities of the students, revealing the consideration of emotional relationships where the teacher assumes a significant role in the school culture and in the school-university transition process, avoiding the rupture of the educational trajectories of students in order to benefit their inclusion and university permanence.