Transition to adulthood of young indigenous university students

perceptions of academic adaptation at a public university in the far north of the country

Abstract

The present study aimed at analyzing the perception of young indigenous university students about the transition to adulthood and their process of academic adaptation considering their condition as indigenous people and as university students. The sample was composed of 18 indigenous university students. The research instrument was a semi-structured interview. Data analysis was qualitative, based on the content analysis Bardin (2016). Main results indicated that participants considered the process of academic adaptation difficult, especially in relation to content, academic vocabulary and understanding of texts, with the influence, also, of the fragility of their secondary education. The students revealed that they had experienced situations of direct prejudice or that occurred with other indigenous students. Participants who were mothers brought pride in reconciling the roles of mother, woman and student, despite the challenges and traditions related to motherhood and marriage. Most participants intended to continue their studies after concluding graduation, presenting a positive perception of their adaptation process, with feelings of pride and achievement. Being in the community connected with nature and with family members were identified as strategies to deal with difficulties, resulting in feelings of peace, calm and well-being. Academic adaptation of young indigenous people is permeated by cultural and socioeconomic issues, which make this path even more challenging for them