Construindo pontes: o ingresso de estudantes indígenas na UFSCar: uma discussão sobre "cultura" e "conhecimento tradicional"

• Ano de defesa: 2010
• Autor(a) principal: Bó, Talita Lazarin Dal'
• Orientador(a): Cohn, Clarice
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Antropologia Social - PPGAS
• País: BR
• Palavras-chave em Português: Antropologia; Programas de ação afirmativa; Estudantes indígenas; Interculturalidade; Conhecimento tradicional; Modos de saber indígena; Ações afirmativas
• Palavras-chave em Inglês: Affirmative actions; Indigenous students; Interculturality; Traditional knowledge; Indigenous modes of knowledge
• Área do conhecimento CNPq: CIENCIAS HUMANAS::ANTROPOLOGIA
• Link de acesso: https://repositorio.ufscar.br/handle/ufscar/203

The presence of indigenous students at the universities has been potencialized by programs of inclusion and increased expressively, demonstrating the crescent interest of these populations by the scholar education and by the continuity of their studies. This presence has been raised several questions at the Universities, at the most general society, at the State, at the academy, and by part of indigenous population that discuss the theme of the public policies of inclusion and the theme of the knowledge and the teaching process and the differentiated learning. This dissertation presents the process of inclusion of indigenous students at the Federal University of São Carlos, analyzing the formulation and the implantation of the proposal of affirmative actions in this university and, over all, from the indigenous students experiences that entered into it in 2008 and the questions that they had presented. For this, it proposes a reflection about themes like interculturaly , traditional knowledge and culture , already present a long time ago at the discussion about specific indigenous scholar education and, recently, potencialized in the debate about the ingression of indigenous at the college. It tried to demonstrate how much of the debate is present (or not) in the experiences of these indigenous students and how they answer to these process, building their own ways and showing us the possible bridges of connection.