Rivers of knowledges

: Indigenous academics’ experiences in Brazilian universities

Abstract

This thesis investigates the dialogue between Indigenous knowledges and academic knowledge within Brazilian universities, exploring whether such a dialogue exists and how it is being shaped. It examines the potential for pluri-epistemic dialogue, addressing the extent to which Indigenous epistemologies, voices, and references are present in Brazilian higher education. The research focuses on the challenges faced by Indigenous academics, framed by the concept of luta (struggle) as a legacy of resistance against the coloniality of knowledge. These challenges reflect historical, philosophical, anthropological, and educational processes, contributing to a timely political and democratic discussion of Indigenous rights that extends beyond the implementation of laws and policies. The thesis emphasises the importance of incorporating emotional, spiritual, and experiential knowledge into academic discourse, challenging the dominance of modern knowledge systems. It also highlights how Indigenous academics engage in resistance and re-existence, reaffirming their identities and epistemologies within the university context. Drawing on Paulo Freire’s concept of dialogue, which recognises the oppressed as active agents in their own liberation, I argue that dialogue cannot exist in relations of domination, where a marginalised ‘other’ continues to be oppressed and silenced. This notion is reflected in Indigenous academics’ experiences, where knowledge is communally created and emerges from lived relationships with the land, people, and non-human entities. This perspective contrasts with the often-individualistic nature of academic knowledge production.

Date of Award	30 Jun 2025
Original language	English
Awarding Institution	University of St Andrews
Supervisor	Mark Harris (Supervisor) & Adam Douglas Evelyn Reed (Supervisor)