Abstract

This chapter starts from the premise that education is a right for all, placing diversity and all the students who constitute it, in the focus of inclusive actions that promote learning with an emphasis on affectivity and its pedagogical-cultural dimensions, in the context of Chilean university education. The main conceptualizations on learning-affectivity, national and international regulations, and conventions that manifest the pedagogical and social relevance of involving the diversity of university students in the processes of educational inclusion are reviewed. The various ways in which the contribution of affectivity in the educational training of young people and adults has been understood, as well as the barriers and facilitators involved in its implementation are described. To conclude from the prism of human rights and with a community approach, it is proposed to consider the learning processes of university students with diversity, affectivity in dialogue with inclusive pedagogies, and respect for the socio-cultural knowledge of the territories of origin of the students.