“Demarcating universities”: indigenous peoples and affirmative actions in Brazilian Graduate Studies courses
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Práxis Educativa (Online) |
Texto Completo: | https://revistas.uepg.br/index.php/praxiseducativa/article/view/19422 |
Resumo: | In recent decades, there has been a gradual increase in the presence of indigenous students in Brazilian universities. This growth is mainly due to the actions and claims of indigenous peoples who, among other strategies, have invested in higher education as a political space for the recognition of their identities, as well as the affirmation of their sciences and their ancestral knowledge. Thus, a large number of graduates can pursue their studies at the postgraduate level. However, the Brazilian graduate program is marked by intense inequalities, an aspect that justifies the creation of affirmative action policies. The objective of this study is to discuss actions aimed at the admission of indigenous students to master's and doctoral courses in Education at public universities. The document-based research carried out the analysis of resolutions from university councils of 35 public universities and the selection notices for their respective postgraduate programs (master's and doctorate), published between 2017 and 2021. The analysis shows that self-declaration is the main strategy access to reserved places, but the forms of validation of indigenous belonging vary. It also shows that different types of vacancies are created, respecting regional and institutional differences and thus safeguarding university autonomy. Keywords: Indigenous people. Affirmative action policies. Graduate studies. |
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“Demarcating universities”: indigenous peoples and affirmative actions in Brazilian Graduate Studies courses“Demarcar las universidades”: pueblos indígenas y acciones afirmativas en el Posgrado brasileño “Demarcar as universidades”: povos indígenas e ações afirmativas na Pós-Graduação brasileiraIn recent decades, there has been a gradual increase in the presence of indigenous students in Brazilian universities. This growth is mainly due to the actions and claims of indigenous peoples who, among other strategies, have invested in higher education as a political space for the recognition of their identities, as well as the affirmation of their sciences and their ancestral knowledge. Thus, a large number of graduates can pursue their studies at the postgraduate level. However, the Brazilian graduate program is marked by intense inequalities, an aspect that justifies the creation of affirmative action policies. The objective of this study is to discuss actions aimed at the admission of indigenous students to master's and doctoral courses in Education at public universities. The document-based research carried out the analysis of resolutions from university councils of 35 public universities and the selection notices for their respective postgraduate programs (master's and doctorate), published between 2017 and 2021. The analysis shows that self-declaration is the main strategy access to reserved places, but the forms of validation of indigenous belonging vary. It also shows that different types of vacancies are created, respecting regional and institutional differences and thus safeguarding university autonomy. Keywords: Indigenous people. Affirmative action policies. Graduate studies.En las últimas décadas, hubo un aumento gradual de la presencia de estudiantes indígenas en las universidades brasileñas. Este crecimiento se debe principalmente a las acciones y a las reivindicaciones de pueblos indígenas que, entre otras estrategias, se ha invertido en la Educación Superior como espacio político para el reconocimiento de sus identidades, como también la afirmación de su ciencia y de sus saberes ancestrales. Así, un gran número de egresados puede seguir sus estudios en el ámbito del Posgrado. Sin embargo, el Posgrado brasileño está marcado por intensas desigualdades, aspecto que justifica la creación de políticas de acciones afirmativas. El objetivo de este estudio es discutir sobre acciones dirigidas a la admisión de estudiantes indígenas en Maestrías y Doctorados en Educación en universidades públicas. La investigación, de base documental, realizó el análisis de resoluciones de consejos universitarios de 35 universidades públicas y convocatorias de selección de sus respectivos programas de Posgrado (Maestría y Doctorado), publicados entre 2017 y 2021. El análisis muestra que la autodeclaración es la principal estrategia para acceder a vacantes reservadas, pero son variables las formas de validación y evaluación de la pertenencia indígena. También se observa la existencia de diferentes modalidades de oferta de vacantes, respetando las diferencias regionales e institucionales y salvaguardando así la autonomía universitaria. Palabras clave: Pueblos indígenas. Políticas de acciones afirmativas. Posgrado.Nas últimas décadas, houve um aumento gradual da presença de estudantes indígenas nas universidades brasileiras. Esse crescimento deve-se, principalmente, às ações e às reivindicações de povos indígenas que, entre outras estratégias, têm investido na Educação Superior como espaço político para o reconhecimento de suas identidades, bem como para a afirmação de suas ciências e de seus saberes ancestrais. Assim, grande número de graduados pode prosseguir seus estudos no âmbito da Pós-Graduação. Contudo, a Pós-Graduação brasileira é marcada por intensas desigualdades, aspecto que justifica a criação de políticas de ações afirmativas. O objetivo do presente estudo é discorrer sobre ações voltadas ao ingresso de estudantes indígenas em cursos de Mestrado e Doutorado em Educação de universidades públicas. A pesquisa, de base documental, realizou a análise de resoluções de Conselhos Universitários de 35 universidades públicas e de editais de seleção dos seus respectivos Programas de Pós-Graduação (Mestrado e Doutorado), publicados entre 2017 e 2021. A análise mostra que a autodeclaração é a estratégia principal para acessar as vagas reservadas, mas são variáveis as formas de validação e de aferição da pertença indígena. Observa-se, também, a existência de diferentes modalidades de oferta de vagas, respeitando as diferenças regionais, institucionais e se resguardando-se, assim, a autonomia universitária. Palavras-chave: Povos indígenas. Políticas de ações afirmativas. Pós-Graduação.Universidade Estadual de Ponta Grossa2022-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/1942210.5212/PraxEduc.v.17.19422.009Práxis Educativa; Vol. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-26Práxis Educativa; Vol. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-26Práxis Educativa; V. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-26Práxis Educativa; v. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-261809-43091809-4031reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/19422/209209215668https://revistas.uepg.br/index.php/praxiseducativa/article/view/19422/209209216391Copyright (c) 2021 Práxis Educativahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessBonin, Iara Tatiana2023-01-27T16:32:10Zoai:uepg.br:article/19422Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2023-01-27T16:32:10Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false |
dc.title.none.fl_str_mv |
“Demarcating universities”: indigenous peoples and affirmative actions in Brazilian Graduate Studies courses “Demarcar las universidades”: pueblos indígenas y acciones afirmativas en el Posgrado brasileño “Demarcar as universidades”: povos indígenas e ações afirmativas na Pós-Graduação brasileira |
title |
“Demarcating universities”: indigenous peoples and affirmative actions in Brazilian Graduate Studies courses |
spellingShingle |
“Demarcating universities”: indigenous peoples and affirmative actions in Brazilian Graduate Studies courses Bonin, Iara Tatiana |
title_short |
“Demarcating universities”: indigenous peoples and affirmative actions in Brazilian Graduate Studies courses |
title_full |
“Demarcating universities”: indigenous peoples and affirmative actions in Brazilian Graduate Studies courses |
title_fullStr |
“Demarcating universities”: indigenous peoples and affirmative actions in Brazilian Graduate Studies courses |
title_full_unstemmed |
“Demarcating universities”: indigenous peoples and affirmative actions in Brazilian Graduate Studies courses |
title_sort |
“Demarcating universities”: indigenous peoples and affirmative actions in Brazilian Graduate Studies courses |
author |
Bonin, Iara Tatiana |
author_facet |
Bonin, Iara Tatiana |
author_role |
author |
dc.contributor.author.fl_str_mv |
Bonin, Iara Tatiana |
description |
In recent decades, there has been a gradual increase in the presence of indigenous students in Brazilian universities. This growth is mainly due to the actions and claims of indigenous peoples who, among other strategies, have invested in higher education as a political space for the recognition of their identities, as well as the affirmation of their sciences and their ancestral knowledge. Thus, a large number of graduates can pursue their studies at the postgraduate level. However, the Brazilian graduate program is marked by intense inequalities, an aspect that justifies the creation of affirmative action policies. The objective of this study is to discuss actions aimed at the admission of indigenous students to master's and doctoral courses in Education at public universities. The document-based research carried out the analysis of resolutions from university councils of 35 public universities and the selection notices for their respective postgraduate programs (master's and doctorate), published between 2017 and 2021. The analysis shows that self-declaration is the main strategy access to reserved places, but the forms of validation of indigenous belonging vary. It also shows that different types of vacancies are created, respecting regional and institutional differences and thus safeguarding university autonomy. Keywords: Indigenous people. Affirmative action policies. Graduate studies. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-01-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
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https://revistas.uepg.br/index.php/praxiseducativa/article/view/19422 10.5212/PraxEduc.v.17.19422.009 |
url |
https://revistas.uepg.br/index.php/praxiseducativa/article/view/19422 |
identifier_str_mv |
10.5212/PraxEduc.v.17.19422.009 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.uepg.br/index.php/praxiseducativa/article/view/19422/209209215668 https://revistas.uepg.br/index.php/praxiseducativa/article/view/19422/209209216391 |
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Copyright (c) 2021 Práxis Educativa https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
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Copyright (c) 2021 Práxis Educativa https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
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application/pdf text/xml |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Ponta Grossa |
publisher.none.fl_str_mv |
Universidade Estadual de Ponta Grossa |
dc.source.none.fl_str_mv |
Práxis Educativa; Vol. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-26 Práxis Educativa; Vol. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-26 Práxis Educativa; V. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-26 Práxis Educativa; v. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-26 1809-4309 1809-4031 reponame:Práxis Educativa (Online) instname:Universidade Estadual de Ponta Grossa (UEPG) instacron:UEPG |
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Universidade Estadual de Ponta Grossa (UEPG) |
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UEPG |
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UEPG |
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Práxis Educativa (Online) |
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Práxis Educativa (Online) |
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Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG) |
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praxiseducativa@uepg.br||praxiseducativa@uepg.br |
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