Abstract

The educational context in Argentina, characterized by heterogeneity in admission systems and unrestricted entry policies since the 1990s, has generated significant challenges in terms of equity and access. The study reviews how a state university has addressed them by creating leveling cycles and implementing innovative projects. From an interpretive approach, the research is based on qualitative interviews, focus groups with coordinators and teachers, surveys of student assistants and documentary analysis of local university policies. The analysis reveals that the leveling project, converted into an initial subject of the curriculum, seeks to provide a solid foundation for new students, addressing multiple aspects. Reflects on the epistemological implications of curricular integration, proposing an interdisciplinary/integrative approach overcoming historical disciplinary and cultural barriers.

Keywords:
admission conditions; curriculum development; educational policy; higher education; integrated project