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Call to publish scientific articles that will be received between June 20 and November 20, 2019, referring to:
University Pedagogy: With topics such as public policies in higher education, legislative system and reforms, academic programs, comparative policies, massification processes, quality assurance, legal professions, and others in higher education as a general field, referring to the Chilean and international context .
Didactics of Law: With topics whose centrality is related to processes of innovation, learning, curriculum, innovations, teaching experiences, students and teachers characterization , among others in legal education in the Chilean and international context.
Ethical and citation standards (Chicago-deusto) must be taken care of, in addition to the originality of the research or innovation.
Social perceptions about credit and access to higher education in Colombia: A polyphonic approach
Authors
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Sandra Serrano
University of Santander
https://orcid.org/0000-0002-5670-2699
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César Bautista
University Antonio Nariño
https://orcid.org/0000-0002-0271-4926
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Julieth Andrea Zapata Ortiz
Universidad de la Amazonia
https://orcid.org/0000-0002-6598-3437
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Swamy Satyananda Rojas
Secretariat of Education of the District of Bogota
https://orcid.org/0000-0001-9786-3395
Abstract
This article is the result of national research led by the Universidad Cooperativa de Colombia (2022), which explored the social impact of the ICETEX in the country. The results presented were obtained qualitatively, through the study of the conceptions and perceptions that different key actors —students, teachers, codebtors— had regarding their interaction with the entity and its financial support for access to higher education. In the analysis of the data, triangulated with the interviews and conducted
workshops, two pre-established categories of analysis were considered: ICETEX as a credit entity and as a support to life projects. These, in addition, were complemented
with two emerging categories: ICETEX as a support to families and as development of local/regional capacities. The main results indicate that the different participants have constructed antagonistic perceptions regarding the educational credit that this entity represents: on the one hand, under a positive and hopeful vision, the credit is seen as a facilitator of life projects, but, on the other hand, is conceived as part of an entity that, instead of helping, hinders and complicates access to higher education.
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