O bem-viver de universitários indígenas: desafios e oportunidade na universidade pública federal

Abstract

The inclusion of Indigenous people in Brazilian public higher education is a recent development, becoming the focus of more robust federal public policies starting in 2007. This study investigated the experiences of Indigenous university students at UFSCar regarding their integration into the academic environment and its relationship to student retention, using the concept of *Bem-Viver* (Good Living) as a central framework. The methodological approach is empirical and qualitative-interpretative, utilizing a semi-structured interview guide and the "Five Fields Map" tool. Thirteen Indigenous university students were interviewed, and eight completed the Five Fields Map. Thematic analysis identified three empirical categories: i) protective factors (the university, emotional bonds, self-recognition); ii) risk factors (family/cultural separation, student retention challenges, violence, and racism); and iii) factors promoting *Bem-Viver* (sense of belonging, cultural expressions, and connection to nature and ancestry). Family support and the strengthening of ethnic identity emerged as key protective factors, fostering resilience within the academic model. Conversely, the text details critical risk factors, including financial vulnerability, cultural isolation, and the severe impact of structural racism. Student retention relies on a socio-affective support network and affirmative action policies that respect ancestral knowledge. Ultimately, Indigenous academic success transcends the individual degree, representing a political and collective achievement for Indigenous peoples.