Escuta e alteridade: diálogos possíveis entre antropologia e psicanálise com estudantes indígenas no contexto universitário

Abstract

In this thesis, I explored two main research paths. Firstly, I aimed to investigate how indigenous students experience higher education and how they transform and are transformed by their university experiences. In a second phase, as a development of this initial stage, I sought to comprehend how listening could be a way to support these students' suffering within the university context. The research involved undergraduate and graduate students from the Federal University of Goiás (UFG), one graduate student from Ufopa, and publications by Indigenous students in higher education about their own journeys. The fieldwork aimed at creating dialogues between anthropology and psychoanalysis concerning the subjectivation processes of the study participants. Regarding the indigenous students at UFG, it is discussed that their movements of going, coming, becoming, and returning to their communities shape their subjectivities, demonstrating a creative and necessary connection that ties them to their traditions and origins rather than disconnecting them. Particularities in how indigenous women experience higher education were also found. Beyond the challenges faced within the university as a structure that reproduces Eurocentric colonial elements, I observed gender tensions experienced in their communities, which can also cause suffering. It is argued that their collective connection with other women from different generations places them in a transmission role that involves transformations in conjunction with their traditions. Regarding listening, I present the relationship and work that has been developed with Luanna Arapiun, a PhD student. I highlight aspects of her academic journey that demonstrate a unique connection as a subject. Finally, I emphasize elements that traverse our relationship and revisit some theoretical-clinical concepts to understand the potential role of psychoanalysis in the university. Overall, I conclude that indigenous students actively indigenize the university in the same process in which they are transformed by these experiences. This process does not distance them from their struggles, peoples, and traditions. These journeys are complex and allow for reflections on becoming as a subjective consequence of these interconnections. Becoming as the possibility of transforming oneself and as a resource one resorts to in certain relationships.