Políticas públicas e ações afirmativas de acesso indígena no ensino superior no Rio Grande do Sul

• Ano de defesa: 2023
• Autor(a) principal: Machado, Kauany Flores Pinheiro
• Orientador(a): Rocha, Leonel Severo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade de Passo Fundo
• Programa de Pós-Graduação: Programa de Pós-Graduação em Direito
• Departamento: Escola de Ciências Jurídicas - ECJ
• País: Brasil
• Palavras-chave em Português: Indígenas - Educação (Superior) - Rio Grande do Sul; Direitos fundamentais; Programas de ação afirmativa na educação; Ensino superior e estado
• Área do conhecimento CNPq: CIENCIAS SOCIAIS APLICADAS::DIREITO
• Link de acesso: http://tede.upf.br:8080/jspui/handle/tede/2868

The research will reside in the study of the implementation of affirmative action policies for indigenous people in Brazilian higher education, considering Brazilian cultural diversity and forms of preservation and conservation of the ethnic-cultural variety, of Rio Grande do Sul, through the National Foundation of Indian in accordance with other legal apparatus. To prepare this dissertation, we used in the investigation phase a hypothetical-deductive method with a qualitative approach. As for the procedural techniques, were bibliographic and documentary, using theoretical foundations to explain the circumstances exposed. Therefore, this research was developed along the lines of research Constitutional Jurisdiction and Democracy. In the first chapter the objective is to bring reflections about structural coloniality and how this phenomenon promotes the inferiorization of people indigenous people. Concepts of human dignity, freedom of expression, the reflections that speeches can have on people's lives in general, and how this can be a basis to violence, harming the development of that affected community. The second chapter briefly talks about the history of the original peoples in Brazil, their right to be who they are, addressing the instruments that help in their protagonism and in the preservation of their culture, such as FUNAI and the Indian Statute. In this sense, the last chapter exposes the reality of the people indigenous people in the Rio Grande do Sul region and the consequences that higher education can bring to the lives of these communities. It is concluded that universities have a social commitment to society and minorities, and Brazilian legislation and the Federal Constitution protect and defend equality in theory, but this has to be done in practice, in everyday academic life. For this reason, it is highlighted the importance of curricular, political and social change, starting from higher education institutions and programs that bring the indigenous people as protagonists and seek to effectuate the material equality.