Revisão Sistemática das Trajetórias de Estudantes Indígenas na Educação Superior: Dimensão Biográfica, Barreiras e Facilitadores
DOI:
https://doi.org/10.4067/S0718-73782026000100101Palavras-chave:
trayectoria academica, indigenas, educacion superior, revision sistematicaResumo
Esta revisão sistemática analisa as trajetórias acadêmicas de estudantes indígenas na educação superior. Seus objetivos são identificar, na literatura, as ênfases temporais relativas às trajetórias educacionais, examinar a dimensão biográfica e analisar as barreiras e os facilitadores que influenciam esses percursos. Utilizou-se o método PRISMA para a busca de estudos publicados entre 2016 e 2024 nas bases de dados WoS, SciELO e Scopus. Os resultados evidenciam uma concentração de pesquisas sobre a permanência, enquanto a conclusão dos cursos tem sido pouco abordada. Além disso, as trajetórias configuram-se como processos não lineares, atravessados por desigualdades estruturais, modelos institucionais pouco inclusivos e uma incorporação limitada das epistemologias indígenas. Entre os facilitadores, destacam-se as redes de apoio, os programas institucionais e a mobilização de recursos culturais comunitários pelas e pelos estudantes. A partir de uma perspectiva analítica e em diálogo com Bourdieu e Yosso, o estudo propõe uma interpretação que articula reprodução estrutural e agência, superando abordagens centradas exclusivamente no déficit. Conclui-se que uma compreensão integral das trajetórias requer o fortalecimento de abordagens longitudinais, comparativas e interseccionais, bem como a promoção de transformações institucionais e pedagógicas orientadas para o reconhecimento, a participação e a pertinência cultural na educação superior.
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