Indigenous students in brazilian universities – a study on access and continuation policies

• Autor(a) principal: Bergamaschi, Maria Aparecida
• Data de Publicação: 2018
• Outros Autores: Barcelos Doebber, Michele, Oliveira Brito, Patricia
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Brasileira de Estudos Pedagógicos (Online)
• Texto Completo: https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/3317
• topic: higher education; indigenous students; affirmative policies.; ensino superior; estudantes indígenas; políticas afirmativas.

This paper discusses the indigenous participation in brazilian higher education stemming from a research done at a university that employs an affirmative policy for admission and continuation of indigenous students. Furthermore, there is an analysis of dissertations and theses, distributed into different post-graduation programs, focused in the admission of indigenous students (implementation of access policies, selection processes for admission) and issues related to their continuation at the university (programs for financial and pedagogical support, institutional relation with the students, monitoring actions, promotion of continuation). The monitoring of students was based on statements and the interaction of these students in the academic environment. Research data shows that indigenous presence in higher education provides the institution with opportunities for self-examination on its pedagogical practices and social role. Thus, the study mentions that the continuation of indigenous students is a major challenge to universities, and that a dialogue and a receptive attitude towards native knowledge can be a first step to implement interculturality processes in higher education.