Trajetória de escolarização de estudantes indígenas e racismo antiindígena na Universidade Federal do Amazonas

Abstract

This study analyzed the academic experiences of indigenous students at the Federal University of Amazonas (UFAM), the meanings attributed to their educational trajectory, and their experiences of anti-indigenous racism. Five indigenous students from the Law, Psychology, and Fisheries Engineering courses were interviewed using a qualitative descriptive method, following all ethical procedures, with subsequent thematic content analysis according to Bardin. The results included the following themes: (I) the educational path of indigenous students (educational trajectory; adaptation to the city and university); (II) anti-indigenous racism (discrimination and prejudice; shame); (III) coping strategies for remaining in university (financial growth and incentives; esteem). We discuss that, in addition to financial, pedagogical, cultural, and social challenges, anti-indigenous racism in the academic environment is a significant factor that hinders students' adaptation and relationships, reinforcing prejudice and exclusion. We conclude that the desire for personal transformation, together with the support and recognition of their communities, functions as a coping strategy for remaining in university.