Indigenous inclusion in higher education: guarani and institutional perspectives

Abstract

This article aims to highlight some elements for the understanding of the contemporary processes of indigenous educational inclusion through the analysis of the meeting between institutional perspectives and perspectives of Guarani university students. This reflection is the result of an ethnographic work with official documents, particularly those mobilized in the realization of the Vestibular of the Indigenous Peoples in Paraná, and guarani experiences in the Universidade Estadual de Maringá, between the years 2014 and 2016. The central argument explores the contrast between forms of recognition and identification that relate, without erasing their specificities. While the comparison between state reification logics and the Guarani multiplicity is pursued, the text reveals points of contact through which partial alliances are pursued, sought by both parties, which present themselves as perspectives that dialogue, conflict and operate modes to know irreducibly different.