Por um olhar atento, falantes de língua Akwẽ e portuguesa, desafios e percursos dos acadêmicos indígenas xerente nos cursos de graduação de Porto Nacional

Abstract

The research entitled "Through a Close Gaze: Speakers of Portuguese and Akwẽ Language, Challenges and Paths of Indigenous Akwẽ-Xerente Students in Undergraduate Courses at the Federal University of Tocantins, Porto Nacional Campus" addresses the challenges faced by indigenous students of the Akwẽ-Xerente ethnicity in higher education, specifically in undergraduate courses offered at the Porto Nacional campus. The study highlights the difficulties these indigenous students encounter due to the linguistic barrier between Portuguese, the official language of Brazilian education, and Akwẽ, the mother tongue of the Xerente people, who call themselves Akwẽ. Furthermore, the research explores the cultural impact manifested from involvement in the social setting of university learning, and equally lists the implications of this dynamic in the educational process of indigenous people, postulating the importance of paying close attention to the cultural and linguistic specificities of these aspiring academics. The objectives are to reinforce the knowledge of non-indigenous people and contribute to the strengthening of the Akwẽ indigenous culture. The academic paths of Akwẽ students are marked by efforts and arduous challenges to reconcile the demands of higher education with the preservation of their cultural and linguistic identity. The work also discusses the need for educational policies that take into account indigenous cultural diversity and promote greater inclusion and support for indigenous peoples in universities. Moreover, the study adopts a qualitative approach, aiming to understand in a specific and profound way the perceptions, experiences, and meanings attributed by indigenous participants at the higher education level. In conclusion, this academic work presents the experiences and milestones of an indigenous person who has faced the same challenges mentioned above. The intention is to contribute to reflection and draw attention to the importance of institutional and governmental perspectives, aiming to implement an education that respects and values linguistic and cultural diversity. This allows for the recognition of the challenges faced by indigenous students and proposes pathways for greater inclusion in universities, thus ensuring the academic success of these students, who may exhibit shy behavior and strive to be in sync with non-indigenous society.