Sofrimento acadêmico e violência epistêmica: considerações iniciais sobre dores vividas em trajetórias acadêmicas indígenas

Abstract

The aim of this paper is to emphasize the importance of treating the psychological suffering of students belonging to indigenous populations in their academic trajectories at the Federal University of Goiás (UFG). We analyze experiences of indigenous students in the Intercultural Education Course and other undergraduate and postgraduate courses at UFG. In the last decade, such population contingents have increasingly accessed the academy, where they were previously only excluded. Thus, for their academic trajectories, important for them, their communities, the university and the country, to be completed with well-being and health, it is essential to explore all aspects of permanence policies in university, such as psychological suffering. Given the approaches present in the theoretical and methodological frameworks of the group modernity/coloniality/decoloniality, the hypothesis present in our study is that there is a direct relationship between psychological suffering and epistemic violence.