As experiências dos estudantes indígenas no curso de medicina na Universidade Federal de São Carlos

Abstract

The objective of this research was to understand the profile of indigenous medical students, their historical trajectory, and experiences related to their persistence in the institution. A quantitative-qualitative research approach was employed. The study involved mapping the indigenous students who entered from 2007 to 2023 using institutional documents. Individual contact was made through social media and phone calls, inviting them to participate in the research. Fifteen indigenous students who entered through the supplemental slot were identified. Twelve participants were included in the research, utilizing questionnaires, individual interviews, and group discussions.Over the 16 years of affirmative actions, 15 indigenous students entered the medicine program through the supplemental slot, and no indigenous students were admitted through Law No. 12,711/2012, which establishes quotas in federal universities. The entrants ranged in age from 17 to 42 years, with 10 men and 5 women, including three with children. In terms of origin, 9 were from Pernambuco, 2 from the Amazonas, 2 from Espírito Santo, 1 from Acre, 1 from Alagoas, and 1 from São Paulo. They represented various indigenous groups, including Pankará, Jeripancó, Xucuru de Cimbres, Huni-Kuin, Tikuna, Tariano, Tupinikim, Pankararu, Atikum-Umã, and Xucuru de Ororubá. Six of the entrants completed the program, 6 are currently in the undergraduate program, and 3 withdrew before graduating.Based on the interviews, four categories of analysis were established: motivations for entering the program, challenges in medical school, experiences of withdrawal, and persistence in undergraduate studies. Motivations for studying medicine at the institution varied and included personal development, commitment to the community, and the opportunity to enter the institution due to affirmative actions. Described challenges encompassed issues related to the course's methodology, weaknesses in basic education, separation from family, and economic challenges. Participants recounted moments when they considered dropping out but highlighted various strategies for persistence, such as institutional support through scholarships, pedagogical guidance, faculty supportive of the indigenous cause, fellow indigenous students, and the indigenous collective within the institution.