Conversations Circles in the Context of UFG in Partnership with Rede Indígena: June and July

Rede Indígena at USP is partnering with the Nursing School at UFG in the extension project “Production of Dialogue Spaces on Health and Well-Being of Indigenous Peoples”, which aims to conduct activities and conversation circles with indigenous students about health and well-being (for more details, access the link). This initiative is supported by the Inclusion Secretariat SIN-UFG, the Mental Health Management of the Goiás State Health Department, and an indigenous student from UFG providing technical support. 

UFG is a university with campuses in Catalão, Goiânia, Goiás, and Jataí, and indigenous students are spread across all these courses and cities. Based on collective reflections, the team led by psychologist Milena Nunes decided that the first conversation circles would strategically take place in the city of Goiás, which has received many Indigenous students and their families for the Degree in Education in the Field. The city has a health service that is concerned and interested in dialogue about indigenous health concepts and practices, with proposals aiming to jointly construct environments that promote indigenous well-being.

The first conversation circle took place on June 27th at the Colégio Santana, with the participation of teachers, psychologists, social workers, and students from three ethnicities. In this first meeting, the project and participants were introduced, listening to expectations and needs to ensure the project proceeds well. Another activity occurred over four days, with conversation circles in the city of Goiânia during July, where the Degree in Intercultural Education is offered by the Takinahakỹ Indigenous Higher Education Training Center. Throughout July, undergraduate and graduate courses included classes and lectures, and the conversation circles, which took place during class times provided by professors, enriched the experience and education of both indigenous and non-indigenous students. This dialogue is essential to give due importance to thinking about health, including mental health, beyond the limitations of Western concepts, in favor of well-being that respects the specificity of each indigenous people.On July 10th, 38 people participated in the first conversation circle, sharing stories that varied between hope and enthusiasm for studies and fatigue and frustration with various difficulties. Afterwards, the group was divided into committees of two or three people, with each group consisting of individuals from the same ethnicity. Using figures from a book on health and well-being, each group selected one figure to reflect on their people’s mental health. Each response opened various possibilities for discussion within the theme of indigenous mental health, for example, with the impacts of racism and colonization on community well-being (illnesses, harmful use of alcohol, poor or disrespectful health services regarding Indigenous worldviews, invasion and contamination of lands) and elements of Indigenous experiences that contribute to health (the wisdom of shamans, elders, healing rituals, and the health contributions of activities like making music, crafts, and natural foods).

On July 13th, 260 people participated in the conversation circle, including Indigenous students from 25 ethnicities. Once again, with subgroups divided by ethnicity, each committee expressed their understanding of mental health and how it should be cared for within their corresponding culture, through artistic, cultural, or verbal expressions. Concerns emerged regarding harmful use of alcohol and cell phones, the topic of suicide, and the emphasis on the importance of traditional care practices, including those of shamans, as well as self-care practices that involve diets and rituals, each specific to each people. A broad reflection on Indigenous ways of living well was deepened, which should receive daily attention and not only in situations that can be understood as illness.

On July 15th, there were ten people from six ethnicities present. According to the methodology of the meetings, at the beginning of each conversation circle, there is a moment of listening to self-perceptions and perspectives regarding life and the course in which the individuals are enrolled at the university. The dialogue on mental health with this group continued on July 22th, addressing issues of drugs, addiction, and suicide in each culture. It was evaluated that problems related to harmful use of alcohol, for example, do not arise from the ritual drinks consumed in the villages, but from the beverages that come from the cities, which are closely related to depression and suicide. Maintaining culture, respecting leadership, and dialogue emerged as essential factors in addressing these issues and building a better life. Studying at the university presents an opportunity for collaboration with well-being, assisting the community while also bringing many difficulties and challenges in being away from their territories. Finally, the cycle concluded with a lecture by psychologist Milena Nunes de Almeida on indigenous mental health.

The actions that took place at UFG with various partners represent an important practice of listening, recognition, and visibility for a health perspective that is not traditionally learned in universities but is traditionally lived in indigenous communities. Its maintenance and guarantee must be fought for and demanded through respect and the possibility of existence and practice of Indigenous worldviews, acknowledging their diversity. Since UFG is a university with programs to encourage the enrollment of Indigenous students, it also proposes the construction of a university environment that promotes the health of indigenous people. In this sense, the indigenous Network participates in the construction of Indigenous Psychology, which represents an indigenous protagonism. In November and December, the team intends to hold more conversation circles in Goiás, also coordinating with professionals from the Basic Care service.

Funding: FAPESP (Grant number: 22/04906-3) and CNPq (Grant number: 306149/2023-0)

By Paula Zeitoun Miranda