Escolarização de mulheres indígenas Pururobá, Suruí, Apurinã e a Licenciatura em Educação Básica Intercultural da UNIR.

Abstract

This study is linked to the research line Psychology, Education and Society, of the PostGraduation Program in Psychology (PPGPSI), of the Federal University of Rondônia Foundation (UNIR), and aims to analyze aspects of the schooling trajectory of indigenous women in the Intercultural Basic Education course at UNIR, Ji-Paraná campus. The specific objectives are: a) to historiograph implantation and implementation the process of the Degree Course in Intercultural Basic Education at the UNIR in Ji-Paraná; b) to identify the course's advances and challenges; c) to describe how the indigenous students evaluate their schooling trajectory; d) to survey the academic experiences of the indigenous women enrolled in the course. The study is structured from the theoretical orientations of coloniality/decoloniality and critical interculturality scholars. The methodology is based on documentary, bibliographical and narrative research. A documentary analysis was carried out, consulting the public edicts of the selection processes for students from 2009 to 2019, as well as a survey of quantitative data from requests forwarded by the Electronic System of the Citizen Information Service (e-SIC), and also a narrative interview with three female students and one female professor of the course. Among the raised challenges, it is possible to infer that, even 12 years after the creation of the course, the Department of Intercultural Education (DEINTER) is faced with the problem of welcoming indigenous mothers and children at the university. Through the narratives, it was possible to identify that it is urgent to create a space to meet the specific needs of women, academics, and indigenous mothers. It was also identified that mothers, for lack of options, leave their children in the village in the care of relatives and live with an uncommon distance, not experienced by their indigenous ancestry. The challenge faced is still the permanence of these students in the university space, in remote teaching, a difficulty that was aggravated during the Covid-19 pandemic by the lack of internet and energy in the villages.