<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2176-6681</journal-id>
<journal-title><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Estud. Pedagog.]]></abbrev-journal-title>
<issn>2176-6681</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2176-66812018000100037</article-id>
<article-id pub-id-type="doi">10.24109/2176-6681.rbep.99i251.3337</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Estudantes indígenas em universidades brasileiras: um estudo das políticas de acesso e permanência]]></article-title>
<article-title xml:lang="en"><![CDATA[Indigenous students in brazilian universities - a study on access and continuation policies]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bergamaschi]]></surname>
<given-names><![CDATA[Maria Aparecida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Doebber]]></surname>
<given-names><![CDATA[Michele Barcelos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Brito]]></surname>
<given-names><![CDATA[Patricia Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul (UFRGS)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul (UFRGS)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul (UFRGS)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul (UFRGS)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul (UFRGS)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul (UFRGS)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<volume>99</volume>
<numero>251</numero>
<fpage>37</fpage>
<lpage>53</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812018000100037&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812018000100037&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812018000100037&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo aborda a presen&#231;a ind&#237;gena no ensino superior brasileiro baseado em pesquisa em universidade que executa pol&#237;tica afirmativa para ingresso e perman&#234;ncia de estudantes ind&#237;genas. Analisa tamb&#233;m teses e disserta&#231;&#245;es, distribu&#237;das em diferentes programas de p&#243;s-gradua&#231;&#227;o, que tematizam o ingresso de estudantes ind&#237;genas (implanta&#231;&#227;o de pol&#237;ticas de acesso, processos seletivos para ingresso) e quest&#245;es relacionadas &#224; sua perman&#234;ncia na universidade (programas de apoio financeiro e pedag&#243;gico, rela&#231;&#227;o institucional com os estudantes, a&#231;&#245;es de acompanhamento e promo&#231;&#227;o da perman&#234;ncia). O acompanhamento dos estudantes considerou os depoimentos e a conviv&#234;ncia com estudantes ind&#237;genas no espa&#231;o acad&#234;mico. Dados mostram que a presen&#231;a ind&#237;gena no ensino superior oferece possibilidades de autorreflex&#227;o sobre as pr&#225;ticas pedag&#243;gicas da institui&#231;&#227;o de ensino superior e seu papel social. Tamb&#233;m apontam que a perman&#234;ncia dos estudantes ind&#237;genas &#233; um grande desafio para universidades e que di&#225;logo e postura receptiva aos conhecimentos origin&#225;rios podem ser o primeiro passo para efetivar processos de interculturalidade no ensino superior.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This paper discusses the indigenous participation in brazilian higher education stemming from a research done at a university that employs an affirmative policy for admission and continuation of indigenous students. Furthermore, th deere is an analysis of dissertations and theses, distributed into different post-graduation programs, focused in the admission of indigenous students (implementation of access policies, selection processes for admission) and issues related to their continuation at the university (programs for financial and pedagogical support, institutional relation with the students, monitoring actions, promotion of continuation). The monitoring of students was based on statements and the interaction of these students in the academic environment. Research data shows that indigenous presence in higher education provides the institution with opportunities for self-examination on its pedagogical practices and social role. Thus, the study mentions that the continuation of indigenous students is a major challenge to universities, and that a dialogue and a receptive attitude towards native knowledge can be a first step to implement interculturality processes in higher education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[estudantes indígenas]]></kwd>
<kwd lng="pt"><![CDATA[políticas afirmativas]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[indigenous students]]></kwd>
<kwd lng="en"><![CDATA[affirmative policies]]></kwd>
</kwd-group>
</article-meta>
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