MULHERIZANDO E INDIGENIZANDO A EDUCAÇÃO: os marcadores sociais da diferença no Curso de Licenciatura Plena Intercultural Indígena (CPAQ/UFMS)

Abstract

The right to a specific degree that aims to graduate indigenous teachers to work in their respective communities is a very recent achievement. That said, the research in question aimed to analyze the identity constitutions followed by indigenous female academics, enrolled in the Licenciatura Plena Intercultural Indígena course, offered by the Federal University of Mato Grosso do Sul on the Aquidauana Campus (CPAQ). In this sense, we employed the use of semi-structured interviews, thus enabling the subjects to talk about their experiences. Furthermore, the theoretical basis came from a bibliographical review of Foucauldian references and the achievement of the “state of the art” of studies on the topic. Therefore, analyzing the process of subjectivation of the research subjects in question makes it possible to understand, in part, their life stories and identities. The results showed that the identity constitutions followed by indigenous women academics are intrinsically linked with the social markers of difference highlighted in the field and discussed in their personal and academic experiences. Such as the discourses linked to evangelical religiosity found in their narratives, as well as motherhood, motherhood and their implications for the choice of course and their academic trajectories. We can also see that the Indigenous Intercultural Full Degree course is extremely relevant in the process of affirming the gender, ethnic and educational identities of the subjects of this research. It was also possible to observe the importance and relevance of indigenous women for the CPAQ village process and, consequently, the process of valuing indigenous cultures in the most diverse spaces.

Keywords: Indigenous women. Identity constitutions. Licenciatura Plena Intercultural Indígena