Presença indígena na educação profissional e tecnológica (EPT): um estudo quantiqualitativo sobre o aluno indígena no Instituto Federal do Amapá (IFAP) em 2021

Abstract

The north of Brazil is home to 342,000 indigenous people, of which 36.8% live in a region outside indigenous lands, thus, a region with a significant population, which demonstrates the great importance of studying and discussing education. indigenous. There are eight strips of demarcated indigenous lands from the north and northwest of the state of Amapá to the north of Pará, bordering French Guiana and Suriname, of which seven are homologated, where there are ten indigenous groups inhabiting these lands. Education can mean the link between non-indigenous and indigenous people in a search for space, not in the form of war, but as a guarantee of resistance and valorization. The main objective of this research was to quantify the number of students from the Instituto Federal do Amapá (IFAP) who, in 2021, spontaneously identify themselves as indigenous. The specific objective was to know the origin of this student and discuss the reasons that led him to attend the IFAP. A website aimed at the indigenous population was also produced, with information about courses on one of the IFAP campuses, with the aim of facilitating the choice of this student. The research carried out was of an applied nature, using a questionnaire and a quantitative-qualitative approach. The sample consisted of fifty-one (51) students who were willing to answer the survey questionnaire, which followed the recommendations of the Research Ethics Committee (CEP). The conclusions were that indigenous women, like other women, seem to seek more knowledge, more study. The low permanence of indigenous students who enter subsequent technical courses at the IFAP advanced campus in Oiapoque seems to indicate that there is a difficulty in terms of easy access to information. The permanence and success, as well as the low achievement, seems to permeate the importance of adapted materials and alternative methodologies for teaching indigenous people. Among indigenous people, the choice of a course and the departure of an individual from family tasks to study requires that the decision be collective. Due to the low number of respondents, although, in the bibliography, the same evidence found in the research is corroborated, for a more detailed and reliable assessment, further studies on the presence of these ethnicities in the IFAP will be necessary.