Resumen

SANGUINETTI, Vanesa. Teaching and academic inclusion projects at Udelar. InterCambios [online]. 2025, vol.12, n.1, e214.  Epub 01-Dic-2025. ISSN 2301-0118.  https://doi.org/214.

This article analyzes academic inclusion from a pedagogical perspective through the study of funded teaching projects aimed at supporting first-year university education. Based on a conceptual framework that links the dimensions of curriculum, teaching, and assessment, the strategies proposed by teaching teams are examined in response to recurring issues such as delays in academic progress, student disengagement, and low pass rates in first-year courses.

The analysis focuses on intervention projects targeting first-year students, considering both the identification of critical situations that need to be addressed and the proposed strategies to do so. Additionally, the underlying pedagogical conceptions informing these actions are explored.

While educational inclusion policies seek to promote student retention through peer tutoring, scholarships, or orientation activities, academic inclusion policies - considered second-generation policies according to Suasnábar (2001)- aim not only to prevent dropout but also to support students’ progress and eventual graduation. The concept of academic inclusion is grounded in approaches that address student trajectories in higher education from a pedagogical-didactic standpoint.

Although the impact of individual factors on student retention or dropout is acknowledged, this study argues for a more complex, institutionally integrated pedagogical perspective. It concludes that proposals combining active teaching methodologies with support mechanisms have greater potential to positively influence student trajectories and the continuity of studies during the first year. Finally, the importance of advancing toward the implementation of a pedagogy of beginnings (Mancovsky, 2021) as an institutional policy at the University of the Republic is emphasized.

Palabras clave : academic inclusion; first year; teaching practices; pedagogy of beginnings; educational policies.

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