Interlevel articulation policies to improve the insertion process in higher education. Lives and experiences ; Las políticas de articulación interniveles para favorecer el proceso de inserción en la educación superior. Vivencias y experiencias

The pandemic has affect very hard to the education, especially at the secondary level, which reinforces the challenge of articulation between the middle level and the university. In the current volatile, uncertain, complex and ambiguous context, it is important to provide signals and devices that accompany students who decide to continue their trajectories in transition instances that are usually more difficult because it is a new educational level and institutional environment. The articulation conceived as a general frame of reference implies an integrating approach to the pedagogical task in both levels, which facilitates the continuity of educational trajectories, beyond the differences of each one. Actions are required, among others, that allow secondary school students to make contact with institutions and actors of the higher level, to know and learn about it, as well as to generate teaching strategies and interlevel evaluation, in order to that what has been taught and learned can be retrieved and used by the student when necessary. The objective of the work is to present the initial phase of a line of research in development referring to secondary-university articulation programs and actions implemented in recent years. The actions that are described as a result of their own experiences are therefore considered key informants. ; La pandemia ha golpeado fuertemente a la educación, especialmente al nivel secundario, lo cual refuerza el desafío de la articulación interniveles. En el contexto actual volátil, incierto, complejo y ambiguo, resulta importante proveer señales y dispositivos que acompañen a los estudiantes que decidan continuar sus trayectorias en el siguiente nivel educativo y en un ámbito institucional nuevo. La articulación concebida como un marco general de referencia implica un enfoque integrador de la tarea pedagógica que facilita la continuidad de las trayectorias educativas, más allá de las diferencias propias de cada nivel. Se requieren, entre otras, acciones que permitan a los ...