"Entre redes e raizes: desafios das mulheres indígenas na ciência da computação da UFOPA"

Abstract

The gender imbalance in technological fields results in scarce female representation in courses such as Computer Science, and this challenge intensifies among indigenous women, who face overlapping layers of social and structural obstacles. This scenario materializes at the Federal University of Western Pará (Ufopa), where the presence of indigenous women in the course is notably reduced. From 2012 to 2023, 16 indigenous students enrolled in the undergraduate Computer Science program. Of this total, 7 are women and there are no records of their completion through 2023. This research sought to map and understand the presence of indigenous women in the Computer Science course at Ufopa between 2012 and 2023. The investigation revealed significant challenges faced by these students, including adaptation to urban life, linguistic barriers, precarious school infrastructure in their communities of origin, insufficient institutional support, and experiences of discrimination, reported by 40% of the participants in our study. The study participants indicated that their course choice was motivated primarily by the desire to contribute to their communities (60%) and by affinity with the field (40%). However, family responsibilities, financial difficulties, and discriminatory experiences compromised their persistence in academic life. To strengthen the retention of these students, recommended actions include expanding institutional support, assistance for university mothers, cultural welcoming policies, targeted tutoring programs, and encouraging participation in academic projects, strengthening their ties with the university environment. In the Brazilian context, only 14% of students in technological courses are women, with indigenous representation being even more critical in this national scenario. Although policies such as the Quota Law (12.711/2012) have expanded access to higher education, retention continues to be a considerable challenge. Thus, this study highlights the urgent need for inclusive policies and strengthened student assistance to ensure not only enrollment, but the persistence and graduation completion by indigenous women, promoting a more equitable environment that celebrates diversity.