INDIGENOUS STUDENTS AT THE UNIVERSITY: what has changed in the curricular practices of the higher education teacher?

• Autor(a) principal: Vidal Ferreira, Maria Antonia
• Data de Publicação: 2021
• Outros Autores: de Vasconcelos Soares, Lucas, Soares Castro, Taciara
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Exitus
• Texto Completo: https://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/1574
• topic: Educación superior indígena; Prácticas curriculares; Universidad pública; Educação Superior Indígena; Práticas Curriculares; Universidade Pública; Indigenous Higher Education; Curricular Practices; Public university

The study aims to analyze the teachers' perceptions about the insertion of indigenous students in higher education and the main changes in their curricular practices, investigating the existence of affirmative action policies and their implementation in the daily actions of the teaching-learning process. For that, the context of the Federal University of Western Pará (Ufopa) is used as a locus for reflection. The discussions are the result of research, contemplating, in addition to the bibliographical survey, documentary analysis and application of semi-structured questionnaires to 35 professors working in higher education, adding to the experiences accumulated in other stages of the project. From the results obtained, important challenges for teaching work stand out, such as: the need to understand the norms of the Portuguese language by the indigenous people; ability to intervene (of teachers) in situations of discrimination visible in the classroom; lack of interest from students; disregard for academic rules and agreements, such as failure to carry out evaluations and activities within the established deadlines. In summary, it was found that Ufopa instituted its policy of affirmative actions and the promotion of ethnic-racial equality, although not all teachers are fully aware of it, weakening the materiality of the processes. Thus, in order to overcome the dilemmas in curricular practices, the teachers point out: the creation of specific materials in the indigenous language; mandatory offer of Portuguese language courses throughout the training; and the inclusion of indigenous issues (knowledge, territories, etc.) in the curriculum, as possibilities for intercultural and inter-epistemic dialogue.