The Presence of Indigenous Graduate Students at the Faculty of Education of the Federal University of Rio Grande do Sul: Challenges and Remains.

Abstract

This paper aims to reflect on the journeys of indigenous students, Kaingang, Guarani, and Tukano, in a postgraduate program, based on their own readings, challenges, and perspectives. It will also seek to analyze the policy of quotas and permanence for indigenous students, as well as their struggles and achievements, the production of knowledge from ancestral knowledge, the relationship with professors in the program, and the promotion or not of collective dialogue between scientific and Indigenous knowledge. The reflections presented seek to contribute to and enhance the experiences, obstacles, and challenges faced by Indigenous researchers in the postgraduate program during their years at the university, thus helping to make the university more open to inter-epistemic dialogue, even if it generates conflict. Thinking in this direction seems to us to be a productive way to initiate changes, since what is sought in programs and universities is indigenous access and permanence in a respectful, honest way, in which they can learn from each other from an intercultural and inter-epistemic dimension.