Resumo

BONIN, Iara Tatiana. “Demarcating universities”: indigenous peoples and affirmative actions in Brazilian Graduate Studies courses. Práxis Educativa [online]. 2022, vol.17, e2219422.  Epub 23-Fev-2022. ISSN 1809-4309.  https://doi.org/10.5212/praxeducv.17.19422.009.

In recent decades, there has been a gradual increase in the presence of indigenous students in Brazilian universities. This growth is mainly due to the actions and claims of indigenous peoples who, among other strategies, have invested in higher education as a political space for the recognition of their identities, as well as the affirmation of their sciences and their ancestral knowledge. Thus, a large number of graduates can pursue their studies at the postgraduate level. However, the Brazilian graduate program is marked by intense inequalities, an aspect that justifies the creation of affirmative action policies. The objective of this study is to discuss actions aimed at the admission of indigenous students to master's and doctoral courses in Education at public universities. The document-based research carried out the analysis of resolutions from university councils of 35 public universities and the selection notices for their respective postgraduate programs (master's and doctorate), published between 2017 and 2021. The analysis shows that self-declaration is the main strategy access to reserved places, but the forms of validation of indigenous belonging vary. It also shows that different types of vacancies are created, respecting regional and institutional differences and thus safeguarding university autonomy.

Palavras-chave : Indigenous people; Affirmative action policies; Graduate studies.

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