Desafios e perspectivas da presença indígena no Instituto de Química da UFMS

Abstract

The study investigates the presence of Indigenous students in the Chemistry Institute at UFMS between 2022 and 2024, combining an analysis of Course Pedagogical Projects, institutional data, and theoretical discussions on diversity and affirmative policies. The context of Mato Grosso do Sul, a state with a significant Indigenous population, highlights the need for educational practices that are sensitive to cultural plurality. Despite advances resulting from the Quota Law and Law 11.645/2008, the findings show that Indigenous representation in Chemistry courses remains low, especially in graduate programs, and that curricular approaches to Indigenous themes are limited, appearing superficially or only in elective courses. The literature points to ongoing challenges in valuing traditional knowledge, addressing Eurocentric epistemological dominance, and promoting welcoming academic environments. Quantitative data reveal difficulties related to access and retention, reinforcing the need for stronger institutional support. The study also emphasizes that integrating Indigenous cultural practices—such as natural pigments, medicinal plants, fermentation, and clays—can enrich Chemistry teaching by promoting contextualized and intercultural learning. Based on this scenario, the work presents proposals such as creating support centers, expanding specific scholarships, offering continuous teacher training, strengthening extension projects, and implementing intercultural programs to foster academic belonging and recognize Indigenous students as active contributors to scientific production. The analysis shows the need to expand strategies that articulate inclusion, retention, and cultural appreciation, strengthening the connection between teaching, research, and outreach while promoting greater equity in the training of professionals in the field of Chemistry.