| Resumo: | The article analyzes the trajectories and experiences of indigenous women in universities, an emerging social issue that is gaining relevance in the field of intercultural higher education and requires greater attention. This research specifically aims to analyze the self-recognition of these women’s identifications and social positions through the intersectional analysis of their formative trajectories, their identity transformations, and the influence of their passage through the university system. To achieve this, we articulate the doubly reflexive ethnographic method of intercultural studies with elements of Grounded Theory and the intersectional perspective of black, indigenous, and decolonial feminisms. The findings show the tensions and trends of multiplicity of multiple identifications that are articulated as oppressions and/or privileges to access and navigate higher education, as well as positions that vindicate ethnicity and the class, race, and gender challenges that they have faced for being indigenous women university. The study contributes at a methodological and epistemic level to the field of Intercultural Studies by articulating interculturality and intersectionality and by centering the experiences, knowledge, meanings, and positioning of indigenous women at universities.
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