Navegando la incertidumbre :
un estudio comparativo sobre los "inicios" a la vida universitaria y las respuestas institucionales en pandemia (Argentina, 2020-2022)
Date
Authors
Sotelo, Lucrecia Agustina
relationships.isAuthorOf3
relationships.isAuthorOf4
relationships.isAuthorOf2
relationships.isAuthorOf6
relationships.isAuthorOf7
relationships.isAuthorOf8
relationships.isAuthorOf5
Journal Title
Journal ISSN
Volume Title
Publisher
Buenos Aires
item.qr.title
item.qr.description
Abstract
Description
La presente tesis analiza las transformaciones en las políticas de ingreso y los "inicios" a la vida universitaria en cuatro universidades públicas argentinas (UNCA, UNLaR, UNPA, UNTDF) durante la pandemia de COVID-19 (2020-2022). Mediante un estudio comparativo de casos y enfoque cualitativo, se investigó cómo la virtualización forzada" impactó el acceso y la inclusión, considerando las diversas trayectorias institucionales y los contextos regionales. Los hallazgos revelan que se implementaron políticas de redistribución (por ejemplo, entrega de chips) y reconocimiento (por ejemplo, apoyo socioemocional) para mitigar la brecha digital y las desigualdades socioeconómicas, aunque su alcance varió. La UNTDF se destacó por su "Red Solidaria" integral, mientras otras como UNPA y UNLaR escalaron sistemas existentes. Si bien todas las universidades adaptaron sus dispositivos de ingreso a la virtualidad y buscaron garantizar la continuidad pedagógica, las estrategias fueron heterogéneas. La respuesta estuvo condicionada por las capacidades tecnológicas preexistentes y las lógicas institucionales. La investigación concluye que la pandemia exacerbó desigualdades en los inicios a la vida universitaria, tensionando la igualdad de oportunidades y posiciones. Aporta al campo de los "inicios universitarios", subrayando la necesidad de políticas de ingreso más justas, inclusivas y robustas que puedan afrontar contextos de crisis, con inversión en equidad digital y acompañamiento integral.
This thesis analyzes the transformations in admission policies and "university beginnings" at four public Argentine universities (UNCA, UNLaR, UNPA, UNTDF) during the COVID-19 pandemic (2020-2022). Through a qualitative, comparative case study approach, this research investigated how the "forced virtualization" impacted access and inclusion, considering the diverse institutional trajectories and regional contexts. The findings reveal that redistribution policies (e.g., distribution of data chips) and recognition policies (e.g., socio-emotional support) were implemented to mitigate the digital divide and socioeconomic inequalities, although their scope varied. UNTDF stood out for its comprehensive "Red Solidaria" (Solidarity Network), while others like UNPA and UNLaR scaled up existing systems. Although all universities adapted their admission processes to the virtual environment and sought to ensure pedagogical continuity, their strategies were heterogeneous. The response was conditioned by pre-existing technological capacities and institutional logics. The research concludes that the pandemic exacerbated inequalities in the initial university experience, straining the equality of opportunities and positions. It contributes to the field of "university beginnings," highlighting the need for fairer, more inclusive, and robust admission policies that can face crisis contexts, with investment in digital equity and comprehensive support.
This thesis analyzes the transformations in admission policies and "university beginnings" at four public Argentine universities (UNCA, UNLaR, UNPA, UNTDF) during the COVID-19 pandemic (2020-2022). Through a qualitative, comparative case study approach, this research investigated how the "forced virtualization" impacted access and inclusion, considering the diverse institutional trajectories and regional contexts. The findings reveal that redistribution policies (e.g., distribution of data chips) and recognition policies (e.g., socio-emotional support) were implemented to mitigate the digital divide and socioeconomic inequalities, although their scope varied. UNTDF stood out for its comprehensive "Red Solidaria" (Solidarity Network), while others like UNPA and UNLaR scaled up existing systems. Although all universities adapted their admission processes to the virtual environment and sought to ensure pedagogical continuity, their strategies were heterogeneous. The response was conditioned by pre-existing technological capacities and institutional logics. The research concludes that the pandemic exacerbated inequalities in the initial university experience, straining the equality of opportunities and positions. It contributes to the field of "university beginnings," highlighting the need for fairer, more inclusive, and robust admission policies that can face crisis contexts, with investment in digital equity and comprehensive support.
item.page.notes
Keywords
UNIVERSIDADES, TRAYECTORIA EDUCATIVA, BRECHA DIGITAL, VIRTUALIDAD, EDUCACIÓN A DISTANCIA, PANDEMIA, POLÍTICA UNIVERSITARIA, ESTUDIOS DE CASOS, ANÁLISIS DOCUMENTAL, ANÁLISIS DE DATOS, ENTREVISTAS, ANÁLISIS COMPARATIVO, ARGENTINA
item.page.medium
item.page.tipo
Tesis de maestría
Date
item.page.doi
item.page.other
item.page.isbn
item.page.ispartofseries
item.page.paginacion
139 h.
item.page.lugar
item.page.cita
Sotelo, Lucrecia Agustina (2025). Navegando la incertidumbre: un estudio comparativo sobre los "inicios" a la vida universitaria y las respuestas institucionales en pandemia (Argentina, 2020-2022). Tesis de Maestría. FLACSO. Sede Académica Argentina, Buenos Aires.
item.page.extent
Collections
Endorsement
Review
Supplemented By
Referenced By
Creative Commons license
Except where otherwised noted, this item's license is described as Attribution-NonCommercial-NoDerivs 3.0 Ecuador