A política estadual de ingresso e permanência de indígenas na UNIOESTE: uma análise do processo de permanência dos (as) acadêmicos (as) indígenas a partir do vestibular específico interinstitucional dos povos indígenas

• Ano de defesa: 2022
• Autor(a) principal: Villas Boas, Magueda Thomaz
• Orientador(a): Engelbrecht, Marize Rauber
• Banca de defesa: Dallago, Cleonilda Sabaini Thomazini , Amaral, Wagner Roberto do , Engelbrecht, Marize Rauber
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Toledo
• Programa de Pós-Graduação: Programa de Pós-Graduação em Serviço Social
• Departamento: Centro de Ciências Sociais Aplicadas
• País: Brasil
• Palavras-chave em Português: Educação superior indígena; Acadêmicos indígenas; Cota social indígena
• Palavras-chave em Inglês: Indigenous higher education; Indigenous scholars; Indigenous social quota
• Área do conhecimento CNPq: CIENCIAS SOCIAIS APLICADAS::SERVICO SOCIAL
• Link de acesso: https://tede.unioeste.br/handle/tede/5970

The object of this research is the permanence process of indigenous students at UNIOESTE, in which we sought to understand and analyze the permanence of indigenous students who entered through the vestibular exam for indigenous people of Paraná in undergraduate courses at Unioeste. To make this analysis possible, it was necessary to resume the higher education policy in Brazil and the developments that resulted in the construction of the policy of affirmative action for indigenous peoples, according to the legal and social context. From this understanding, it was possible to delimit the study to the State of Paraná, analyzing the historical context of the emergence of supplementary vacancies in undergraduate education for indigenous people and their implementation at Unioeste, and then, with the necessary theoretical conditions, identify the mechanisms of permanence of indigenous academics and answer the research question, which consists of knowing which are the limiting and potential aspects that contribute to the permanence of indigenous academics at Unioeste. The scientific approach was carried out through the dialectical method, allowing the relationship between the whole (education) and the parts (indigenous education and affirmative action/educational quotas), seeking an analysis that makes the movement of the object explicit. The methodological resource used was qualitative and exploratory research, which allowed us to understand and interpret the facts according to their specific aspects, complemented with quantitative sources. The qualitative approach, by means of field research, used empirical information, which had Unioeste as a spatial cutout and a temporal cutout the second special and emergency period of the school year of 2020, with the students enrolled in the second offer in the school year of 2020 and who entered through the vestibular of the indigenous people. The research was conducted through the application of a questionnaire and a remote interview with the students and members of the local Cuia. The choice of methodological resources aimed at gathering materials and empirical sources to verify the implementation of the public policy for the supplementation of vacancies at Unioeste as a process in development, which seeks to ensure permanence in higher education. The study contemplated the universe of 22 (twenty-two) indigenous academics; however, it was possible to develop the research with 07 (seven) of them. As for the members of the local Cuia, 02 (two) representatives participated, totaling 09 (nine) subjects. The results showed that Unioeste has developed actions and programs to reduce the dropout rate presented in the initial years of the implementation of the indigenous social quota, which allowed a greater number of indigenous students to complete undergraduate courses. However, new advances need to be made, among them actions that enable the academic community to be fully aware of the policy, which can occur from the allocation of exclusive personnel and material conditions or with a sufficient workload for the development of activities and the integration between indigenous students and other students, providing them with a sense of belonging to the university environment.