The presence of indigenous people in higher education: curricular reinterpretations

Introduction.

The research is based on a group of authors from the post-critical, post-colonial, decoloniality, and Southern epistemologies fields. It aims to analyze how the presence of indigenous people in higher education causes curricular reinterpretations, either by questioning stereotypes and principles of Western/colonial epistemology or by including indigenous knowledge and epistemologies.

Methodology.

This is a qualitative research study with a comprehensive and interpretive analysis approach. Twelve semi-structured interviews were conducted with indigenous students in undergraduate programs, and three theses and three dissertations written by indigenous students in graduate programs in education between 2020 and 2024 were analyzed.

Results and discussion.

The analysis indicates that the curricula, although marked by coloniality, are being modified, and it can be concluded that indigenous people have produced curricular reinterpretations in the courses they attend.

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