Racismo institucional: um olhar de graduandas indígenas da Universidade Federal da Grande Dourados

Abstract

The Federal University of Grande Dourados is located in a region where there is a significant number of indigenous people. The university in question has an Intercultural Indigenous Faculty, but in the face of a complex scenario, and, as it is inserted in a Eurocentric society, it still produces and reproduces numerous practices called institutional racism. This research is part of the Line of Research in Education, Teacher Training and Educational Practices, of the Graduate Program (PPGEdu), at the Federal University of Grande Dourados (UFGD), and is also linked to the Group of Studies and Research on Indigenous School Education, Interculturality and Inclusion at the Federal University of Grande Dourados, with funding from the Coordination for the Improvement of Higher Education Personnel (CAPES). The objective of the study was to understand and know the narratives of indigenous students in higher education regarding their experiences with institutional racism in the institution. Its object of study is institutional racism against indigenous students at UFGD. The research is characterized as a qualitative approach, and, as data production instruments, document analysis and interviews were used. The study participants were 03 (three) female students, from different courses, including Environmental Management, Pedagogy and Medicine. To respond to the research objectives, the categories analyzed in the perceptions of the interlocutors were the following: A) Trajectories and academic choices as an indigenous student at an HEI; B) Perception of prejudice/discrimination and racism and C) Strategies of resistance. The results indicate that despite the progress offered by Affirmative Actions and differentiated selection processes, indigenous students still experience numerous racist manifestations. And these manifestations often stood out through the practices of teachers and other employees of the institution. What highlights that the process of hierarchization in relationships builds many violent relationships for these indigenous students. Universities still follow the western pattern and hardly correspond to the demands of the indigenous people. Even so, many strategies of resistance and reaffirmation of indigenous identities are highlighted by the students present in Higher Education. Our research points to the need to think about continuing education for professionals who work in the institution's courses, in order to build inclusive spaces for indigenous students, which expand beyond the indigenous Intercultural Faculty, which already has a differentiated proposal. We rely on the decolonial and intercultural perspectives of Walsh (2009), Eloy Terena (2010-2011), Silva (2018), Mignolo (2018) e Baniwa (2006-2013).