Tensions and Discourses Surrounding the Incentive Regime to Improve Attendance at the Faculty of Law and Social Sciences of UNT

Abstract

The study analyzes the “Attendance Incentive Program at the Faculty of Law and Social Sciences of the National University of Tucumán,” aiming to understand the perceptions, discourses, and practices of faculty and students regarding its implementation, effects, and limitations. The research seeks to evaluate, in this initial stage, the effectiveness of this policy in promoting attendance, academic engagement, and its pedagogical impact. A qualitative methodology was used, based on semi-structured interviews with 15 faculty members and 50 students, selected through purposive sampling to ensure diversity in terms of years of study and a variety of teaching positions, from first to final year. Content analysis, thematic coding, and discourse analysis were carried out to identify emerging categories in the participants' responses. The results reveal heterogeneous perceptions: on one hand, positive effects such as greater commitment, attendance, and improved teacher-student relationships are evident, especially in contexts where the incentive is perceived as a recognition of effort. However, well-founded criticisms also emerge, related to structural difficulties, inequalities, lack of clarity in implementation, and risks of exclusion. The study concludes that although incentives can enhance participation, their effectiveness requires pedagogical support, strengthened institutional conditions, and collective pedagogical dialogue to address their potential and limitations within the framework of a more inclusive and reflective educational policy.