CONCEPTIONS OF AN INCLUSIVE HIGHER EDUCATION, WITHIN THE SCOPE OF THE 2030 AGENDA

The university has the responsibility of contributing to social development, based on the substantive functions that are developed in it and considering that the construction of knowledge is developed in correspondence with social demands and the socio-historical context. To achieve Sustainable Development, the university context has as its objective, based on the substantive functions, to disseminate and promote principles and values that are materialized through university management, which guarantees an inclusive, equitable and quality education, based on the role of the teacher in conceiving learning for all. This article addresses some considerations about the inclusive teacher in the field of the 2030 agenda, in attention to the needs of students and to match the curriculum with the diverse perspective of the student body. The proposal is conceived with an inclusive approach, it is structured in a system of actions, which takes the diagnosis as a reference and is conceived based on the potentialities and individual needs of the students, which implies participation in the teaching-learning process, to his transformation.