Resumo

BURCI, Taissa Vieira Lozano  e  COSTA, Maria Luisa Furlan. INCLUSIVE EDUCATION FOR INDIGENOUS PEOPLES THROUGH DISTANCE HIGHER EDUCATION: TECHNOLOGY CONTRIBUTION TO THE EDUCATION DEMOCRATIZATION. Revista da FAEEBA: Educação e Contemporaneidade [online]. 2021, vol.30, n.64, pp.141-157.  Epub 19-Mar-2022. ISSN 2358-0194.  https://doi.org/10.21879/faeeba2358-0194.2021.v30.n64.p141-157.

This study aims to understand how distance education might democratize the access and permanence of indigenous students in higher education through public policies and affirmative action in distance courses at the State University of Maringá (UEM). The study object is divided into three axes: the Brazilian Open University System, the affirmative action policies for indigenous peoples in the State of Paraná and the UEM distance education. The case study was developed with the university tutors and the data was analyzed based on Bakhtin’s (2011) Discourse Analysis. Our results pointed out that the combination of these public policies associated to the innovative and pioneering offer of specific vacancies in the distance education modality by the UEM, based on the use of technologies, has guaranteed the right to education for indigenous peoples, inclusion and democratization of public higher education. The policies were analyzed considering the policy cycle by Ball, Bowe and Gold (1992).

Palavras-chave : technologies; inclusion; innovation: policies; higher education.

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