A entrada de novos sujeitos epistêmicos na universidade e os desafios da vivência acadêmica

Abstract

The Brazilian University of the 1920s, brings in its foundations a tradition of academic knowledge that culminates in a false ideology of horizontal relationship between different social groups that, in practice, according to Da Silva (2017), contributes to strengthen the white-European epistemology and propagate the history of individuals belonging to underrepresented minorities under a view of the colonizers. In this sense, this paper proposed to discuss, from a descriptive literature review, about the entry of new epistemic subjects in higher education and the challenges related to which these individuals, previously invisibilized or disregarded as subjects of knowledge, are susceptible during the period of academic experience. Based on this finding and in view of what has been described, we discuss the need to promote transdisciplinarity and transculturality as an initiative for decreasing dropout rates, to establish dialogues and articulatory practices with sociocultural knowledge excluded from the maps of epistemes as an initiative for possible interventions that can base and contribute to actions of well-being, confrontation of psychological suffering in college students and the effectiveness of stimulating healthier, more humane and supportive experiences in the academic environment.