<?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>1984-7114</journal-id>
<journal-title><![CDATA[Contrapontos]]></journal-title>
<abbrev-journal-title><![CDATA[Contrapontos]]></abbrev-journal-title>
<issn>1984-7114</issn>
<publisher>
<publisher-name><![CDATA[Univali]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-71142022000200020</article-id>
<article-id pub-id-type="doi">10.14210/contrapontos.v22n2.p20-30</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[LA PRESENCIA DE INDÍGENAS EN LA EDUCACIÓN SUPERIOR: UNA ESTRATEGIA DE AFIRMACIÓN DE LAS IDENTIDADES]]></article-title>
<article-title xml:lang="pt"><![CDATA[A PRESENÇA DE INDÍGENAS NA EDUCAÇÃO SUPERIOR: UMA ESTRATÉGIA DE AFIRMAÇÃO DE IDENTIDADES]]></article-title>
<article-title xml:lang="en"><![CDATA[THE PRESENCE IN INDIGENOUS STUDENTS IN HIGHER EDUCATION: A STRATEGY OF AFFIRMING IDENTITIES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Backes]]></surname>
<given-names><![CDATA[José Licínio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Católica Dom Bosco  ]]></institution>
<addr-line><![CDATA[Campo Grande MS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2022</year>
</pub-date>
<volume>22</volume>
<numero>2</numero>
<fpage>20</fpage>
<lpage>30</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-71142022000200020&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-71142022000200020&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-71142022000200020&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En la primera década y media del siglo XXI, hubo una democratización del acceso a la educación superior, en parte, debido a las políticas de acciones afirmativas, incluyendo de forma más significativa sujetos no hegemónicos, destacando a los indígenas. El artículo tiene como objetivo mostrar de que manera los indígenas hacen del espacio de la universidad un espacio de afirmación de sus identidades. Para esto, fueron entrevistados académicos indígenas de diferentes carreras de licenciatura de una universidad, situada en Campo Grande, Mato Grosso do Sul. El análisis mostró que los indígenas en la universidad negocian, dan nuevos significados, traducen los conocimientos, interculturalizándolos para hacer de la universidad una estrategia para afirmar sus identidades.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Na primeira década e meia do século XXI, houve uma democratização do acesso à educação superior, em parte, em função das políticas de ações afirmativas, incluindo de forma mais significativa sujeitos não hegemônicos, com destaque para os indígenas. O artigo tem como objetivo mostrar como os indígenas fazem do espaço da universidade um espaço de afirmação de suas identidades. Para tanto foram entrevistados acadêmicos indígenas de diferentes cursos de licenciatura de uma universidade, situada em Campo Grande, Mato Grosso do Sul. A análise mostrou que os indígenas na universidade, negociam, ressignificam, traduzem os conhecimentos, interculturalizando-os, de modo a fazer da universidade uma estratégia de afirmação de suas identidades.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: In the first fifteen years of the 21st century, the democratization of access to higher education occurred, in part, through policies to promote greater inclusion of non-hegemonic subjects, especially indigenous people. This paper aims to show how indigenous students have turned the university setting into a space in which to affirm their identities. Interviews were carried out with indigenous students attending different teaching courses at a university in Campo Grande, in the Brazilian state of Mato Grosso do Sul. The analysis showed that indigenous university students negotiate, attribute new meanings to and translate knowledges by interculturalizing them, in order to use the university as a strategy to affirm their identities.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Indígenas]]></kwd>
<kwd lng="es"><![CDATA[Educación Superior]]></kwd>
<kwd lng="es"><![CDATA[Identidad]]></kwd>
<kwd lng="pt"><![CDATA[Indígenas]]></kwd>
<kwd lng="pt"><![CDATA[Educação Superior]]></kwd>
<kwd lng="pt"><![CDATA[Identidade]]></kwd>
<kwd lng="en"><![CDATA[Indigenous people]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[Identity]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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