0100/2025 - Interculturalidade, protagonismo e diversidade: narrativas de mediadores indÃgenas do curso Introdução à Saúde dos Povos IndÃgenas Interculturality, protagonism and diversity: narratives of indigenous mediators of the Introduction to the Indigenous People's Health course
Saúde de Populações IndÃgenas; Educação em Saúde; Povos IndÃgenas; Ações Afirmativas; Aprendizagem Baseada em Problemas.
Abstract:
Indigenous protagonism has historically promoted the visibility of indigenous peoples in Brazilian public policies, and has been fundamental in ensuring rights and guaranteeing access to services. This article presents qualitative research and thematic content analysis. The documents analyzed were narratives written by indigenous students who acted as mediators in the four editions of the Introduction to the Health of Indigenous Peoples course. The course was offered by São Carlos Federal University, with the participation of indigenous and non-indigenous people, leaders, health workers and studentsdifferent regions of Brazil. Three experience categories were analyzed: indigenous presence and leadership in the course experience; learning in the encounter of diversities with active teaching-learning methodologies; indigenous university students training for work. The mediators' narratives revealed the potential to provide spaces for indigenous protagonism, while the methodology allowed the course to be constructed in a participatory manner, and can be recognized as symbolic strategies for the permanence of indigenous people in higher education institutions.
Keywords:
Indigenous Population's Health, Health Education; Public Policy; Indigenous People; Problem-Based Learning.
Interculturality, protagonism and diversity: narratives of indigenous mediators of the Introduction to the Indigenous People's Health course
Resumo (abstract):
Indigenous protagonism has historically promoted the visibility of indigenous peoples in Brazilian public policies, and has been fundamental in ensuring rights and guaranteeing access to services. This article presents qualitative research and thematic content analysis. The documents analyzed were narratives written by indigenous students who acted as mediators in the four editions of the Introduction to the Health of Indigenous Peoples course. The course was offered by São Carlos Federal University, with the participation of indigenous and non-indigenous people, leaders, health workers and studentsdifferent regions of Brazil. Three experience categories were analyzed: indigenous presence and leadership in the course experience; learning in the encounter of diversities with active teaching-learning methodologies; indigenous university students training for work. The mediators' narratives revealed the potential to provide spaces for indigenous protagonism, while the methodology allowed the course to be constructed in a participatory manner, and can be recognized as symbolic strategies for the permanence of indigenous people in higher education institutions.
Palavras-chave (keywords):
Indigenous Population's Health, Health Education; Public Policy; Indigenous People; Problem-Based Learning.
