Educación superior, inclusión y permanencia: acción colectiva y reordenamiento de affordances institucionales

Abstract

This article examines disability inclusion at a Mexican public university through the lens of affordance, understood as possibilities for action produced in the coupling of bodies, environments, and sociotechnical mediations. We conducted a case study of a university inclusion network using netnography of institutional websites and the network’s Facebook page, participant observation, fieldnotes, semi-structured interviews with five disabled students, and follow-up of meetings with administrative offices. Reflexive thematic analysis reconstructed critical moments of political tension. Findings show that equal opportunity often operates more as an institutional grammar than as a material condition of participation, and that the network pushes for concrete institutional reordering. The network’s survey, public events, and proposed care attention protocol function as collective devices that make barriers legible, stabilize diagnoses, assign responsibilities, and expand opportunities for participation and persistence.