Estudantes indígenas em universidades brasileiras: um estudo das políticas de acesso e permanência

Abstract

ResumoEste artigo aborda a presença indígena no ensino superior brasileiro baseado em pesquisa em universidade que executa política afirmativa para ingresso e permanência de estudantes indígenas. Analisa também teses e dissertações, distribuídas em diferentes programas de pós-graduação, que tematizam o ingresso de estudantes indígenas (implantação de políticas de acesso, processos seletivos para ingresso) e questões relacionadas à sua permanência na universidade (programas de apoio financeiro e pedagógico, relação institucional com os estudantes, ações de acompanhamento e promoção da permanência). O acompanhamento dos estudantes considerou os depoimentos e a convivência com estudantes indígenas no espaço acadêmico. Dados mostram que a presença indígena no ensino superior oferece possibilidades de autorreflexão sobre as práticas pedagógicas da instituição de ensino superior e seu papel social. Também apontam que a permanência dos estudantes indígenas é um grande desafio para universidades e que diálogo e postura receptiva aos conhecimentos originários podem ser o primeiro passo para efetivar processos de interculturalidade no ensino superior.Palavras-chave: ensino superior; estudantes indígenas; políticas afirmativas.

Desafios na formação de enfermeiros indígenas em Mato Grosso, Brasil

“…All the difficulties reported by the study participants were similar to those reported in na-tional studies that evaluated the access and permanence policies of indigenous students from Brazilian universities 1,21,22 . Therefore, it can be observed that regardless of graduation, the challenges faced by indigenous students are common, resembling mainly economic, cultural and historical issues.…”

“…Another paradox observed in the narratives is that although HEIs have implemented affirmative actions for indigenous people, most of them do not have a planned policy of access and permanence that can lead to a good academic performance and provide a quality education. These factors, especially in the early stages, lead to higher dropout rates 1 .…”

“…The education of indigenous peoples dates back from the colonial period, having as its initial proposal the dissemination of religious aspects. However, over the years, this education has been incorporated into the daily lives of these communities, aiming to approximate them to non-indigenous lifestyles and consumer goods 1 . The expansion of this education reduced the illiteracy rates of the Portuguese language, as well as established a school culture in indigenous communities, especially among children and young people 2 .…”

“…Regarding higher education, indigenous people started joining it in the mid-1990s, through the celebration of agreements between the National Indian Foundation (FUNAI, Fundação Nacional do Índio) and some private and community institutions 3 . The Federal Law N. 12.711/2012 made it possible to offer special or supplementary openings in regular courses, which expanded the possibilities for the academic education of indigenous populations 1 .…”

Affirmative actions in terms of special rights: Confronting structural violence in Brazilian higher education

“…Such observations have implications for our understanding of the difficulties facing affirmative action policies -one being that the permanence and academic progress of affirmative action students should be better investigated (see, for example, Bergamaschi et al, 2018;Cordeiro, 2010;Esta´cio and Almeida, 2016;Silva, 2016bSilva, , 2017 and another that the prejudices which these students face in their daily life at university need to be paid careful attention (Silva and Powell, 2016). Such studies have pointed out the need for universities to understand affirmative policies in their total complexity.…”