There are two main modalities of higher education offered to indigenous students in Brazilian Universities, considering both public and private ones: the intercultural teaching degree and the preferred admissions systems (quotas). These two policies have many infra structural, academic and political variables in common, on the other hand, a great number of variables distance them from each other. The exercise of description and analysis presented in this article, as well as the preliminary proposition for a comparative method outlined in the end of this work, has as a methodological guideline the identification and description of the above mentioned variables as well as their articulation to the analytical sequence that organises the concrete experience of the target public in three interdependent processual stages: job access, job permanence and job insertion.
indigenous student; intercultural teaching degree; public policy