Estudantes indígenas e os desafios pedagógicos no ensino superior
Oliveira, Sirlene Maria Dias de
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The Affirmative Action Policies in rules ways are to attend the demands of different collectives discriminated by social-economics exclusions occasioned in the past or the present. These actions aim to extinguish discriminations of caste, ethnic, racial, religious, gender. In Brazil, we made legal advances in educational terms by implementing higher education vacancy reserve policies. In this context, this research is part of the policies of reserving vacancies instituted at the Federal University of Tocantins, UFT, adopted since 2004, which aims to promote the democratization of access of indigenous people. I chose the empirical locus of research, specifically the Palmas Campus, and the interlocutors, indigenous students of different ethnics. The general purpose of this study was to identify and analyze the pedagogical challenges faced by indigenous students at the university. And to achieve this general intent, initially, this study was based on the bibliographic research, succinctly, from Brazilian colonization, more specific in the Jesuit period until the present, in which was necessary to make a historic rescue under the educational vision observing above all its social and political dimensions to a better comprehension the needs of these people to enter high education. In the documental research phase, the Institutional Development Plans, PDI, were analyzed as primary sources and the Institutional Minutes as secondary sources. On the empirical research, which adopted as the main method of data collection the strategies of wheel conversations approaching some access, permanency, academic performance themed discussions. In this way, it demonstrates, in conclusion, that the inclusion policies of minorities excluded from the high education system had a significative advance. Over the past decade, access to “the different” has been provided through the affirmative action policy, vacancy reserve, also known as “quotas”. However, the diverse pedagogic and economic challenges still exist to be overcome by the indigenous students as well the university, in the way that offering access with different rules is not enough, it is needed to adopt permanency policies beyond the economic mechanism, scholarship, that prioritize the academic formation with strategies dissimilar to overcome the pedagogic challenges, that recognize them and work their differences, but don't downgrade them, otherwise it will be reinforcing the exclusion.
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