The access of indigenous people to higher education to guarantee the rights of the personality and their difficulties of permanence

Abstract

The study brings a presentation of indigenous people’s access to higher education to guarantee fundamental rights and the difficulties in remaining until completion. It considers indigenous quotas for admission to higher education to be one of the main affirmative actions and advances in terms of the democratization of education. From a critical perspective, it aims to show that the difficulty for indigenous people to remain at university stops the effectiveness and results of ethnic-social quotas and the full exercise of personality rights. The hypothetical-deductive research method was used, approaching the literature on the topic in books, scientific articles and other documents suitable for research development. The results suggest that quotas for indigenous people in higher education are relevant for access, but insufficient to guarantee equality in higher education, given the difficulty of permanence and effective academic training, with limitations on the rights of indigenous people.