Estudantes indígenas da Universidade Federal do Tocantins no contexto da pandemia: desafios e perspectivas

Abstract

The Dissertation is linked to the Graduate Program in Education at the Federal University of Tocantins (PPGE/UFT), in the State, Society and Educational Practices line. The research deals with the challenges faced by indigenous students in higher education at the University Campus of Porto Nacional in the context of the changes established by the emergency situation of COVID 19 in the years 2020, 2021 and mid-2022: what has changed in the teaching and learning conditions for the inclusion of indigenous students in Higher Education in the context of the Covid 19 Pandemic at the UFT University Campus in Porto Nacional? The methodology was qualitative, exploratory research that helped to understand the mentioned problem. The qualitative instruments were the interviews, the questionnaires, and the collected documents. The literature review addressed the authors: Ferreira (1994); Munduruku (2012); Baniwa (2019; 2012; 2009; 2006); Silveira (2012); Bergamashi (2012); Pimentel (2012); Giraldin (2003); Grupioni (2002, 2003, 2006) and Krenak (2020). The documentary research was limited to the collection of the Academic Secretariat of the University Campus of Porto Nacional, to Propesq, to the SIE (Teaching Information System) database at UFT. The field research was carried out through interviews with a semi-structured script and questionnaires, using online interaction tools. The research revealed the discussions in the educational field about the measures adopted for the continuity of classes during the pandemic, highlighted the difficulties faced by indigenous students and showed some paths that must be followed by Higher Education in the context of COVID 19 in Brazil, especially in the University Campus of Porto Nacional/UFT. It was concluded that there is a need to invest in public policies for the implementation of digital technologies for remote teaching, training indigenous students for higher education. Therefore, indigenous higher education must be guided by the principles of intercultural education, be specific and differentiated.