Thinking about Higher Education as a right in terms of pedagogical continuity and educational inclusion implies understanding that there are different barriers that hinder access, permanence and graduation of all students. In this sense, there are differences in the socioeconomic possibilities of accessing university education, proximity to the institutions, among others.

On the other hand, the territorial linkage of institutions and educational inclusion appear as a necessary issue to achieve educational justice and reduce the gap of social inequality, thinking about how to combat the new challenges and how, recovering the innovations, changes and experiences present in the universities, it is possible to generate an educational proposal that adds perspectives to the policies that are being developed: aimed at the community, its needs and its problems. For this purpose, the cases of three universities of the Metropolitan Area of Buenos Aires, created in different historical periods and in different contexts, were studied in order to analyze the admission formats of these universities and the difficulties they present.

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