Uma análise do percurso acadêmico de estudantes indígenas no curso de Bacharelado em Engenharia Civil na UFOPA campus Itaituba/PA
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Data
2024-12-12
Autores
Orientador
Del Pino, José Cláudio
Banca
Quartieri, Marli Teresinha
Oliveira, Eniz Conceição
Carvalho, Ednéa do Nascimento
Loguercio, Rochele de Quadros
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Resumo
O ingresso de estudantes indígenas nas universidades públicas pode ser considerada uma das maiores conquistas dos movimentos indígenas no Brasil, no entanto, isso ainda representa um desafio para todos os sujeitos envolvidos nesse processo, principalmente para o próprio acadêmico que precisa se adaptar à realidade universitária. Trazendo para a realidade do Campus da Universidade Federal do Oeste do Pará (UFOPA) no município de Itaituba/PA, essa relação entre os estudantes indígenas e os colegas não indígenas e o contato e as experiências com os Docentes do curso de Bacharelado em Engenharia Civil, motivou a realização deste estudo que tem como problema de pesquisa: Como se desenvolve o percurso de formação acadêmica dos estudantes indígenas do curso de Bacharelado em Engenharia Civil ofertado pela UFOPA no município de Itaituba/PA? Para responder a tal questionamento estabeleceu-se como objetivo da pesquisa: Analisar o percurso de formação acadêmica dos estudantes indígenas do curso de Bacharelado em Engenharia Civil ofertado pela UFOPA no Campus do município de Itaituba/PA. Como aporte teórico foram utilizados estudos de autores como: Ames (2019), Brasil (2012), Carneiro, Colares e Sousa (2021), Dias (2021), Munduruku (2012), Pereira (2017), Soares, Colares e Ferreira (2021), entre outros. Para fins metodológicos, essa pesquisa caracteriza-se como descritiva com abordagem qualitativa. Foram realizadas entrevistas semiestruturadas com 05 (cinco) Estudantes Indígenas que ingressaram entre os anos de 2018 a 2022 e também 07 (sete) Docentes que atuaram dois ou mais períodos letivos presencialmente no curso de Bacharelado em Engenharia Civil no momento da realização da pesquisa. Para a análise das informações coletadas em campo, optou-se pela Análise de Conteúdo (AC) proposta por Bardin (2011) que foi dividida em seis categorias de análise. Na Dimensão Acadêmica, três aspectos foram abordados: a) Experiências anteriores ao ingresso na Universidade; b) Experiências durante o percurso acadêmico e; c) Possíveis mudanças. Na Dimensão Docente, os aspectos analisados foram: d) Concepções anteriores sobre os estudantes indígenas; e) Relações estabelecidas com os estudantes indígenas e; f) Experiência docente com os estudantes indígenas. Ao finalizar a pesquisa é possível afirmar que os primeiros semestres são os mais críticos para os estudantes indígenas do Campus da UFOPA em Itaituba/PA e que as políticas de ações afirmativas existentes ainda são insuficientes para atender às necessidades e garantir a permanência durante o seu percurso acadêmico. Além do mais, o Campus por ter pouca representatividade de estudantes indígenas, favorece a ideia de que o indígena precisa se adaptar ao percurso acadêmico ocidental estabelecido e adotado pelos Docentes que não estão preparados suficientemente para assumir outras perspectivas pedagógicas e metodológicas no sentido de contemplar o processo mais adequado para os estudantes indígenas da UFOPA no município de Itaituba/PA.
The entry of indigenous students into public universities can be considered one of the greatest achievements of indigenous movements in Brazil, however, this still represents a challenge for all those involved in this process, especially for the academic himself who needs to adapt to the university reality. Bringing to the reality of the Campus of the Federal University of Western Pará (UFOPA) in the municipality of Itaituba/PA, this relationship between indigenous students and non-indigenous colleagues and the contact and experiences with the Professors of the Bachelor's degree in Civil Engineering, motivated the carrying out of this study whose research problem is: How does the academic training path of indigenous students of the Bachelor's degree in Civil Engineering offered by UFOPA in the municipality of Itaituba/PA develop? To answer this question, the objective of the research was established: Analyze the academic training path of indigenous students on the Bachelor's degree in Civil Engineering offered by UFOPA on the Campus in the city of Itaituba/PA. As a theoretical contribution, studies by authors such as: Ames (2019), Brasil (2012), Carneiro, Colares and Sousa (2021), Dias (2021), Munduruku (2012), Pereira (2017), Soares, Colares and Ferreira (2021), among others, were used. For methodological purposes, this research is characterized as descriptive with a qualitative approach. Semi-structured interviews were carried out with 05 (five) Indigenous Students who entered between 2018 and 2022 and also 07 (seven) Teachers who worked two or more academic periods in person in the Bachelor's Degree in Civil Engineering at the time of carrying out the research. To analyze the information collected in the field, we opted for Content Analysis (CA) proposed by Bardin (2011), which was divided into six analysis categories. In the Academic Dimension, three aspects were addressed: a) Experiences prior to entering the University; b) Experiences during the academic career and; c) Possible changes. In the Teaching Dimension, the aspects analyzed were: d) Previous conceptions about indigenous students; e) Relationships established with indigenous students and; f) Teaching experience with indigenous students. At the end of the research, it is possible to affirm that the first semesters are the most critical for indigenous students at the UFOPA Campus in Itaituba/PA and that the existing affirmative action policies are still insufficient to meet their needs and guarantee their permanence during their academic career. Furthermore, the Campus, having little representation of indigenous students, favors the idea that indigenous people need to adapt to the Western academic path established and adopted by Professors who are not sufficiently prepared to take on other pedagogical and methodological perspectives in order to contemplate the most appropriate process for indigenous students at UFOPA in the municipality of Itaituba/PA.
The entry of indigenous students into public universities can be considered one of the greatest achievements of indigenous movements in Brazil, however, this still represents a challenge for all those involved in this process, especially for the academic himself who needs to adapt to the university reality. Bringing to the reality of the Campus of the Federal University of Western Pará (UFOPA) in the municipality of Itaituba/PA, this relationship between indigenous students and non-indigenous colleagues and the contact and experiences with the Professors of the Bachelor's degree in Civil Engineering, motivated the carrying out of this study whose research problem is: How does the academic training path of indigenous students of the Bachelor's degree in Civil Engineering offered by UFOPA in the municipality of Itaituba/PA develop? To answer this question, the objective of the research was established: Analyze the academic training path of indigenous students on the Bachelor's degree in Civil Engineering offered by UFOPA on the Campus in the city of Itaituba/PA. As a theoretical contribution, studies by authors such as: Ames (2019), Brasil (2012), Carneiro, Colares and Sousa (2021), Dias (2021), Munduruku (2012), Pereira (2017), Soares, Colares and Ferreira (2021), among others, were used. For methodological purposes, this research is characterized as descriptive with a qualitative approach. Semi-structured interviews were carried out with 05 (five) Indigenous Students who entered between 2018 and 2022 and also 07 (seven) Teachers who worked two or more academic periods in person in the Bachelor's Degree in Civil Engineering at the time of carrying out the research. To analyze the information collected in the field, we opted for Content Analysis (CA) proposed by Bardin (2011), which was divided into six analysis categories. In the Academic Dimension, three aspects were addressed: a) Experiences prior to entering the University; b) Experiences during the academic career and; c) Possible changes. In the Teaching Dimension, the aspects analyzed were: d) Previous conceptions about indigenous students; e) Relationships established with indigenous students and; f) Teaching experience with indigenous students. At the end of the research, it is possible to affirm that the first semesters are the most critical for indigenous students at the UFOPA Campus in Itaituba/PA and that the existing affirmative action policies are still insufficient to meet their needs and guarantee their permanence during their academic career. Furthermore, the Campus, having little representation of indigenous students, favors the idea that indigenous people need to adapt to the Western academic path established and adopted by Professors who are not sufficiently prepared to take on other pedagogical and methodological perspectives in order to contemplate the most appropriate process for indigenous students at UFOPA in the municipality of Itaituba/PA.
Descrição
Palavras-chave
Estudantes indígenas; Percurso acadêmico; UFOPA; Indigenous students; Academic path
Citação
MULLER, Fabiano Hector Lira. Uma análise do percurso acadêmico de estudantes indígenas no curso de Bacharelado em Engenharia Civil na UFOPA campus Itaituba/PA. 2024. Tese (Doutorado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 12 dez. 2024. Disponível em: http://hdl.handle.net/10737/4836.