Presencia indígena en la universidad de Brasilia:

Desafíos de la permanencia

Abstract

In this article I investigate the social and discursive processes of the presence of indigenous students at the University of Brasília- UnB, from my autoethnographic perspective. I start from theoretical assumptions of Critical Discourse Studies, in dialogue with studies on decoloniality, associated with critical thinking about education as a practice of liberation. The thematic focus was on the discrepancy between the policy of access for indigenous students to UnB and the effective policy of daily reception, with its gaps, aimed at our stay at the university. I start from a creative, dialogued and autoethnographic record, already defending indigenous 'being-being' in academia as an exchange of knowledge, as a proposition of a policy of permanence and inclusion, based on respect for Brazilian indigenous diversity, recording the identity marks of belonging. I start from a critical and transgressive narrative-ethnographic and autoethnographic methodology, including issues of identity and agency within the scope of discourse; I embrace reflective and decolonial stances, with the aim of having the foundation in the construction of dialogue, interaction, exchange of knowledge and resistance for the existence of a differentiated being. As results, I highlight movements of discursive and social transformation, in reflective and actional practices within UnB and highlight my experiences at the university as a starting point for broader social discussions that anchor propositions about ways of being and new forms of power to support policies for indigenous peoples to remain in academia.