Inclusão, acesso e permanência indígena no ensino superior: Autoetnografia de um aluno de enfermagem de uma universidade pública

Abstract

ABSTRACT In recent decades, although not in a fully satisfactory manner, there has been a significant increase in the number of Indigenous students in various courses at Brazilian universities. This represents the greatest growth when compared to the increase in students from other racial/color groups. This progress resulted from multiple factors, especially the role of the Indigenous movement, which has historically advocated for strengthening dialogue with academia and for the training of researchers from Indigenous peoples. This study aims to describe the experience, positive aspects, and challenges regarding the inclusion, access, and permanence of an Indigenous student, from the Baré ethnic group, in higher education, in the nursing program at the University of the State of Amazonas. It is a qualitative research study of the autoethnographic genre. The results reveal that, even with affirmative action policies such as the Quota Law and State Law No. 6,898/2024, which expanded access for Indigenous students, there are still difficulties concerning their permanence in higher education, especially sociocultural and financial ones. Additionally, hidden prejudices, lack of cultural appreciation, and specific institutional policies were identified. On the other hand, there are initiatives such as the Multidisciplinary Indigenous Health League, GEPEPHE-LEHED, and programs such as Ajuri na Floresta and the Multiprofessional Residency in Indigenous Health, which demonstrate significant progress for the integration and strengthening of Indigenous students in the academic environment. It is concluded that effective Indigenous inclusion requires institutional commitment that promotes decolonial pedagogical practices and the appreciation of traditional knowledge, in order to ensure these students a plural, intercultural, and humanized education.