As Políticas de Ações Afirmativas e as Trajetórias de Alunos Indígenas no Centro De Estudos Superiores de Tefé da Universidade do Estado Do Amazonas (2005-2018).

Abstract

This work aims to analyze the relationship between affirmative action policy and the trajectory of the indigenous students at the Center for High Education of Tefe - CEST, at the University of the State of Amazonas - UEA in the period 2005-2018. The theoretical basis was based on Carvalho (2014), Alberti (2005), Estácio (2014), Amaral (2010), Hall (1992), Cuche (1999) among others. The methodological path was based on the qualitative and quantitative approach, using the oral history method to conduct the interviews, the type of research was bibliographical, documentary and field. The results reveal the marginal place imposed on indigenous in the construction of the Brazilian nation. The trajectory and challenges faced by indigenous in completing basic education and entering high education. The importance of indigenous quotas in the CEST-UEA, as well as the need to rethink the ways of entering ethnic groups in the university and the implementation of specific residence policies, which help the quota holders to complete the graduation based on respect and appreciation culture and identity of these subjects. Finally, the research shows the prejudice, discrimination and racism experienced by indigenous in high education and how they react to this scenario, rebuilding and resignifying their identities.