This study examines the trajectories of indigenous students at the Universities of Parana State, entering by the Indigenous Peoples Admission Test (vestibular), which attempts to demonstrate the permanence of these subjects in higher education is made possible only through effective implementation of a dual academic belonging and ethnic-communitarian. Result of a research carried out with indigenous graduate students, this article recognize the uniqueness of the experience of Parana began in this decade and signals its consolidation through the effective action of the State, the public universities and the leaders and indigenous communities.
higher education; affirmative actions; indigenous peoples