Itinerários terapêuticos de estudantes universitários indígenas

Abstract

This study was developed with the aim of understanding the therapeutic itineraries of indigenous students and learning about their care practices and access to health services. Despite the constitutional recognition of diversity respect, Brazil faces significant challenges in implementing public policies that ensure healthcare for indigenous peoples. One of these barriers is the limited legitimacy of indigenous health knowledge and practices, which are often disregarded. This leads to neglect of the beliefs and customs of indigenous populations, limiting access to healthcare and respect for cultural differences. When considering indigenous university students, who are in a situation of displacement, even though affirmative action policies have enabled indigenous people to access and remain in universities, there are still many elements that hinder their maintenance in this context, such as access to care spaces that consider cultural specificities. The proposed research methodology was based on an exploratory qualitative study, using interview resources, through storytelling, which allowed for an expanded perception of issues, variables, and processes, bringing new meanings to the understanding of this investigation. Data collection occurred through individual online interviews conducted in a virtual room from August to October 2022. The treatment of the material obtained through interviews was analyzed using the strategy of the Collective Subject Discourse (CSD). The empirical material is presented in four thematic blocks: the impact of university life on the mental health and care practices of indigenous students, care practices, difficulties related to health access and care, challenges in serving indigenous students, the sensitivity and preparedness of professionals, and discriminatory attitudes. In these blocks, a total of nine CSDs and their respective central ideas are presented. After analyzing the CSDs, the urgent need for culturally sensitive health services for indigenous university students was identified, taking into account their cultural and personal specificities. The absence of differentiated health care in urban areas was also noted, as well as the unpreparedness of professionals, including in psychological services. Additionally, students face challenges such as lack of recognition and academic pressure, impacting their mental health. In this scenario, it is essential to establish close dialogue with students, value their traditional practices and knowledge, adopt a positive intercultural perspective, and promote knowledge decolonization. Furthermore, strengthening support networks through culturally diverse policies is essential. Thus, this dissertation represents a contribution to the reflection on the implementation of health services for the indigenous population, focusing on the university environment, also contributing to the development of proposals for educational actions and more democratic health practices with differentiated healthcare. The resulting product was the construction of an academic event with the theme of indigenous peoples and the experience report on this process.