The permanence process of indigenous students enter through the vestibular for indigenous peoples at Unioeste

Abstract

This article presents a study about indigenous students' permanence at the State University of Western Paraná (UNIOESTE), who entered through the specific entrance exam for indigenous peoples, with the aim of understanding and analyzing the permanence of these students in the institution's graduation courses. State legislation establishes that each state institution of higher education must offer, annually and on a supplementary basis, six (6) admissions to the Indigenous Peoples' Entrance Exam exclusively for candidates belonging to the indigenous ethnic groups of Parana. For the development of this article[1], the approach is defined by the dialectical method, using qualitative and exploratory research, which allows us to understand and interpret the facts according to their specific aspects, complemented by quantitative sources. The qualitative approach is based on empirical research. The policy created and materialized by the state of Parana operates as a mechanism for including these students in higher education, but it still needs to expand actions aimed at keeping them in the university context. The University does not have its own method for analyzing and monitoring the development of the state's policy for supplementing vacancies, and the University Commission for Indigenous People (CUIA) is responsible for evaluating the process of indigenous students remaining in universities.