Meaning-Making in the Educational Trajectories of Amazonian Undergraduate Students
Abstract
This text aims to analyze the productions of meanings on the educational trajectories in the interhistorical frontiers of Amazonian university students, undergraduate students at the Institute of Nature and Culture, campus of the Federal University of Amazonas, Brazil, who identify themselves as young people from indigenous nations and inhabitants of the rural areas. Qualitative multimethods were applied. Six students participated in a focus group whose topics related to their educational experiences. Two indigenous students from the Kokama Nation participated in case studies with four interviews: open, semi structured, object-mediated, and mobile. The dialogic-thematic analysis was applied. Two themes were identified in their migratory educational trajectories - 1) comparisons between High school and Higher Education and 2) undergrad studies. We conclude that student assistance policies and the generation of negotiation spaces promote the students´ permanence in the university.
Keywords
Amazon, Educational trajectories, Higher education, Government policy, TransitionsReferences
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