Trajetórias de estudantes universitários indígenas no estado do Rio de Janeiro

Abstract

In Brazil, the scenario of public policies for higher education has been marked by intensified debate about the differential access of socially disadvantaged groups to university, through affirmative action. As a result, a set of very diverse issues, has challenged the Brazilian university, especially when it comes to access and permanence of indigenous students from many ethnic groups existing in the country. This dissertation analyzes the policies of affirmative action in education with focus access and permanence of indigenous university students in the state of Rio de Janeiro. The general objectives of this research were to discuss the entry and permanence of indigenous students in universities in the state of Rio de Janeiro and discuss the need to open dialogue with indigenous students to democratically define appropriate permanency policies to their specific needs. The methodology of this study involved two action fronts: literature review that included books, published articles and dissertations and theses and in various graduate programs and interviews with indigenous university students in the state of Rio de Janeiro in order to know a little more about their academic careers, their university experiences, among other issues. We note the need to improve the process of admission and conditions of stay of these students, running and enabling an expansion of public policies of affirmative action geared to the inclusion of indigenous peoples in higher education in the state of Rio de Janeiro.