Spoken letters

(re)imagining human diversity in higher education

Abstract

This text shares the reflections, analyses, and proposals of a study conducted at the Universidad Autónoma de la Ciudad de México (UACM). The central objective of this study was to review the pedagogical practices developed in higher education institutions and their relationship to the recognition of human diversity. Specifically, the study focused on the Letras Habladas program. The research was conducted using a qualitative approach, using dialogic interviews as the main methodological tool. Through this conversation, it was possible to identify how certain institutional initiatives aimed at recognizing diversity and promoting social justice are transforming educational work in the university setting. The findings suggest that higher education is undergoing a process of change, driven by institutional commitments and regulations that promote equity and respect for differences, which positively impacts the development of critical citizens committed to their reality. The study allowed not only to document good practices, but also to reflect on the possibilities of a situated pedagogy, sensitive to context and articulated with the principles of inclusion and social transformation.