Abstract
The essay articulates the principle of educational equality with the concept of differentiated education to nurture the analysis of “First Generation” students in Higher Education. The emergence in Chile of this new conglomerate in tertiary education and its consequences in the pedagogical act, challenges us to reflect on the need to provide a university education that considers the significant pedagogical differences in this type of student. There are three dimensions in which this argumentative exercise is built around: access to higher education in Chile and its profound transformations; equality as an ethical principle inherent to the pedagogical act and; the conceptualization of the differentiated pedagogical as a possible response to a more humanizing higher education. Finally, its theorizes on some considerations related to the concomitance between the Chilean educational segmentation, the irruption of young people of different cultural capital in the tertiary education, and the pending challenges to lay the foundations of a proposed pedagogical of inclusion in higher education, that exceeds the limits of purely socioeconomic compensatory policies.
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