La inclusión de alumnas de pueblos originarios en una escuela normal rural: ejemplo de acción afirmativa

Abstract

Higher education access for native people is a relevant and current issue in Mexico’s educational system. To address that situation, affirmative action policies have been implemented in different universities in order to recognize cultural and linguistic diversity, establishing measures to guarantee the access and permanence of indigenous students. This articles documents an inclusive policy for indigenous students implemented in a rural normal school for future teachers located in the north of Mexico. The topic is analyzed from a qualitative approach and the interpretative paradigm, using the case method study with qualitative poll through a questionnaire to determine sociodemographic characteristics of students since the 2017 generation when the program started until the year 2021. The results show the achievements that this action has favored, such as the establishment of measures that guarantee vulnerable population access to higher education, as well as the acknowledgement of linguistic and cultural diversity. Also, the need to monitor these types of inclusive policies.