Indigenous peoples and higher education in Brazil and Paraná: challenges and perspectives
This article contextualizes and reflects on the panorama of entry and stay of indigenous people in higher education in Brazil based on official data from the Ministry of Education. Such data show the significant growth in the entry of indigenous people in undergraduate courses driven by Law 12.711 /...
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| Formato: | Artículo revista |
| Lenguaje: | Portugués |
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Núcleo de Estudios e Investigaciones en Educación Superior del MERCOSUR
2021
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/integracionyconocimiento/article/view/34069 |
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I10-R10-article-34069 |
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Universidad Nacional de Córdoba |
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Revistas de la UNC |
| language |
Portugués |
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Artículo revista |
| topic |
Affirmative action by indigenous peoples. Higher education indigenous. Indian people. Acciones afirmativas de los pueblos indígenas. Educación superior indígena. Pueblos indígenas. Ações afirmativas dos povos indígenas. Educação superior indígena. Povos indígenas. |
| spellingShingle |
Affirmative action by indigenous peoples. Higher education indigenous. Indian people. Acciones afirmativas de los pueblos indígenas. Educación superior indígena. Pueblos indígenas. Ações afirmativas dos povos indígenas. Educação superior indígena. Povos indígenas. Luciano , Gersem José dos Santos Amaral, Wagner Roberto do Indigenous peoples and higher education in Brazil and Paraná: challenges and perspectives |
| topic_facet |
Affirmative action by indigenous peoples. Higher education indigenous. Indian people. Acciones afirmativas de los pueblos indígenas. Educación superior indígena. Pueblos indígenas. Ações afirmativas dos povos indígenas. Educação superior indígena. Povos indígenas. |
| author |
Luciano , Gersem José dos Santos Amaral, Wagner Roberto do |
| author_facet |
Luciano , Gersem José dos Santos Amaral, Wagner Roberto do |
| author_sort |
Luciano , Gersem José dos Santos |
| title |
Indigenous peoples and higher education in Brazil and Paraná: challenges and perspectives |
| title_short |
Indigenous peoples and higher education in Brazil and Paraná: challenges and perspectives |
| title_full |
Indigenous peoples and higher education in Brazil and Paraná: challenges and perspectives |
| title_fullStr |
Indigenous peoples and higher education in Brazil and Paraná: challenges and perspectives |
| title_full_unstemmed |
Indigenous peoples and higher education in Brazil and Paraná: challenges and perspectives |
| title_sort |
indigenous peoples and higher education in brazil and paraná: challenges and perspectives |
| description |
This article contextualizes and reflects on the panorama of entry and stay of indigenous people in higher education in Brazil based on official data from the Ministry of Education. Such data show the significant growth in the entry of indigenous people in undergraduate courses driven by Law 12.711 / 2012 - the Quota Law, but also by the adoption of affirmative action policies by several higher education institutions, even before this law. Among these initiatives, the pioneering experience of entry and permanence of indigenous people in the state of Paraná universities stands out in this text, highlighting the challenges, advances and difficulties of almost two decades of this policy. Despite the recent and exponential growth of the indigenous presence in universities, numerous difficulties and challenges are faced, both by indigenous students and by educational institutions. The indigenous presence (or even its absence due to dropout rates) questions the university and starts to show the subtle and explicit expressions of structural racism marked in its administrative, academic, curricular organization and in social relations in the daily life of courses and institutions. Restrictions on the most appropriate reception for indigenous subjects and common challenges in the process of building dialogues and pedagogical practices that are more receptive to knowledge are evidenced at the university. Such knowledge is necessary for the realization of intercultural and multiepistemic processes in higher education. The university presents itself as a space of contradiction, of law and possibilities, to be occupied and appropriated by indigenous peoples in order to advance their struggles and resistance. |
| publisher |
Núcleo de Estudios e Investigaciones en Educación Superior del MERCOSUR |
| publishDate |
2021 |
| url |
https://revistas.unc.edu.ar/index.php/integracionyconocimiento/article/view/34069 |
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I10-R10-article-340692022-02-03T12:21:02Z Indigenous peoples and higher education in Brazil and Paraná: challenges and perspectives Pueblos indígenas y educación superior en Brasil y Paraná: desafíos y perspectivas Povos indígenas e educação superior no Brasil e no Paraná: desafios e perspectivas Luciano , Gersem José dos Santos Amaral, Wagner Roberto do Affirmative action by indigenous peoples. Higher education indigenous. Indian people. Acciones afirmativas de los pueblos indígenas. Educación superior indígena. Pueblos indígenas. Ações afirmativas dos povos indígenas. Educação superior indígena. Povos indígenas. This article contextualizes and reflects on the panorama of entry and stay of indigenous people in higher education in Brazil based on official data from the Ministry of Education. Such data show the significant growth in the entry of indigenous people in undergraduate courses driven by Law 12.711 / 2012 - the Quota Law, but also by the adoption of affirmative action policies by several higher education institutions, even before this law. Among these initiatives, the pioneering experience of entry and permanence of indigenous people in the state of Paraná universities stands out in this text, highlighting the challenges, advances and difficulties of almost two decades of this policy. Despite the recent and exponential growth of the indigenous presence in universities, numerous difficulties and challenges are faced, both by indigenous students and by educational institutions. The indigenous presence (or even its absence due to dropout rates) questions the university and starts to show the subtle and explicit expressions of structural racism marked in its administrative, academic, curricular organization and in social relations in the daily life of courses and institutions. Restrictions on the most appropriate reception for indigenous subjects and common challenges in the process of building dialogues and pedagogical practices that are more receptive to knowledge are evidenced at the university. Such knowledge is necessary for the realization of intercultural and multiepistemic processes in higher education. The university presents itself as a space of contradiction, of law and possibilities, to be occupied and appropriated by indigenous peoples in order to advance their struggles and resistance. Este artículo contextualiza y reflexiona sobre el panorama de ingreso y permanencia de los indígenas en la educación superior en Brasil con base en datos oficiales del Ministerio de Educación. Dichos datos evidencian el aumento significativo en el número de indígenas que ingresan a la graduación, impulsado por la Ley 12.711 / 2012 - Ley de Cuotas, pero también por la adopción de políticas de acción afirmativa por parte de varias instituciones de educación superior, incluso antes de esta ley. Entre estas iniciativas, se destaca en este texto la experiencia pionera de ingreso y permanencia de indígenas en las universidades estatales de Paraná, destacando los desafíos, avances y dificultades de casi dos décadas de esta política. A pesar del crecimiento reciente y exponencial de la presencia indígena en las universidades, tanto los estudiantes indígenas como las instituciones educativas enfrentan numerosas dificultades y desafíos. La presencia indígena (o incluso su ausencia por tasas de deserción) interroga a la universidad y comienza a evidenciar las expresiones sutiles y explícitas del racismo estructural marcadas en su organización administrativa, académica, curricular y en las relaciones sociales en el cotidiano de los cursos e instituciones. Se revelan límites de acogimiento más adecuados a los sujetos indígenas y desafíos comunes en el proceso de construcción del diálogo y prácticas pedagógicas más receptivas al conocimiento indígena. Dichos conocimientos son necesarios para la implementación de procesos interculturales y multiepistémicos en la educación superior. La universidad se presenta como un espacio de contradicción, de derecho y de posibilidades, a ser ocupado y apropiado por los pueblos indígenas para avanzar en sus luchas y resistencias. Este artigo contextualiza e reflete sobre o panorama de ingresso e permanência de indígenas na educação superior no Brasil a partir de dados oficiais do Ministério da Educação. Tais dados evidenciam o crescimento significativo de ingresso de indígenas na graduação impulsionado pela Lei 12.711/2012 – a Lei de Cotas, mas também pela adoção de políticas de ação afirmativa por várias instituições de educação superior, mesmo antes desta lei. Dentre estas iniciativas se destaca neste texto a experiência pioneira de ingresso e permanência de indígenas nas universidades estaduais do Paraná, evidenciando os desafios, os avanços e as dificuldades de quase duas décadas desta política. Apesar do recente e exponencial crescimento da presença indígena nas universidades, inúmeras dificuldades e desafios são enfrentados, tanto pelos estudantes indígenas, quanto pelas instituições de ensino. A presença indígena (ou mesmo sua ausência pelos índices de evasão) interroga a universidade e passa a evidenciar as sutis e explícitas expressões do racismo estrutural marcadas na sua organização administrativa, acadêmica, curricular e nas relações sociais no cotidiano dos cursos e das instituições. Revelam-se limites de acolhimento mais adequado aos sujeitos indígenas e desafios comuns no processo de construção de diálogos e práticas pedagógicas mais receptivas aos seus conhecimentos. Tais conhecimentos são necessários para a efetivação de processos interculturais e multiepistêmicos na educação superior. A universidade se apresenta enquanto espaço de contradição, de direito e de possibilidades, a ser ocupado e apropriado pelos povos indígenas para o avanço de suas lutas e resistências. Núcleo de Estudios e Investigaciones en Educación Superior del MERCOSUR 2021-07-25 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/integracionyconocimiento/article/view/34069 Integración y Conocimiento; Vol. 10 No. 2 (2021): Integración y Conocimiento; 13-37 Integración y Conocimiento; Vol. 10 Núm. 2 (2021): Integración y Conocimiento; 13-37 Integración y Conocimiento; v. 10 n. 2 (2021): Integración y Conocimiento; 13-37 2347-0658 por https://revistas.unc.edu.ar/index.php/integracionyconocimiento/article/view/34069/34532 https://creativecommons.org/licenses/by-nc-sa/4.0 |