Abstract

For more than a decade, Chilean universities have implemented educational inclusion programs in their policies for access to higher education, which aim to achieve equity in tertiary education, based on the assumption that talents are democratically distributed among students, regardless of their economic, social, ethnic and gender origin. The objective of this study was to analyzed the Pedagogical Vocation and Talent Program of the University of Los Lagos. Among the most significant findings it can be noted that there is a great recognition of students to the possibility of linking with university life before being able to enter the university and then to a professional career, generating spaces for reflection as a future teacher. That is why, as a public policy, this way of accessing the university remains a great opportunity for future professors to develop from the pedagogical vocation.