Formação básica indígena: o impacto no desempenho acadêmico de estudantes ingressantes pelo processo seletivo especial indígena da Ufopa de 2014 a 2018.

Abstract

This dissertation is an approach about the access and permanence of indigenous students in higher education in Brazil, ensured through the Indigenous basic training Project (FBI) established by Resolution number 194/2017 and after that, by the Affirmative Action Policy and Promotion of Ethnic-Racial Equality, based on Resolution number 200/2017, both of them from CONSEPE/Ufopa. This legal framework was the basis for the creation of FBI to indigenous students that entering the institution's undergraduate courses, through the Special Indigenous Selection Process (PSEI), and directed permanence policies in higher education. The general objective is to analyze the contribution of basic Indigenous Education, as an affirmative action policy, in the academic performance of students. The methodological way of research used multi-methods and the descriptive typologies, field and documentary, through a questionnaire conducted by Google forms, and semi-structured interviews guided by a script with open-ended questions. Three groups of students were analyzed: (a) those who didn´t participate to the FBI, in 2014 and 2015 entrants; (b) those who partially participated to the FBI, newcomers in 2016; and (c) those who fully participated to the FBI, entering in 2017 and 2018. Data provided by Ufopa's Information and Communication Technology Center were used, containing information about the performance of indigenous students in the curricular components taken. It was found that the FBI contributes to solidify support networks and promote access to academic life; there is recognition by the FBI coordinators, about the importance of the project in the institution, but it still needs investment, in terms of human material and financial resources, in addition to including the FBI in the Political Pedagogical Project of the courses and creating the specific Institute; Finally, hypothesis tests were performed indicating that there were statistically significant differences between the academic performance of the students among the three analyzed groups, indicating better performance by those who took the FBI in detriment of those who did not attend it or took it partially. The conclusion of this research revealed that the FBI, as a policy of affirmative action at Ufopa, has contributed to the academic success of indigenous students, in addition to ensuring their access and permanency in higher education.