ABSTRACT
This article aims to reflect on an intercultural pedagogical monitoring for the reception, integration and permanence of indigenous and “quilombolas” students in Brazilian higher education. More specifically, it is intended to construct the argument that the university experiences of indigenous students in undergraduate and postgraduate courses can only be satisfactorily concluded if they are based on institutional policies that include a language policy for speakers of non-hegemonic languages, in the which refers to the domain of academic literacy in Portuguese language. The concepts of “re-existence literacy”, “critical interculturality” and “decolonial pedagogy” are used to propose a language policy that contemplates the literacies resulting from the contact between different languages and cultures present in the academic community - especially indigenous ones - from the demands and agency of their own speakers.
Keywords:
language policy; literacy; interculturality; decoloniality