This monograph aims to reflect on the permanence of indigenous students in public universities, focusing on structural and institutional racism. Based on bibliographic and documentary research, considering the context of social inequalities in the dynamics of capitalist society, we start from the assumption that these relations emanate situations of prejudice present in the dynamics of social relations, accentuated by social inequalities, by ethnic, racial relations, that trigger the process of social discrimination. In this context, the role of the social worker was reflected in respect for the ethical political project of Social Work, in the sense of deconstructing stereotypes still present in professional discourse, which disqualify indigenous and black people. When inserted into the university, the indigenous face the consequences of this prejudice during their formation process, which directly affect academic performance. If, on the one hand, there are situations of acceptance, through actions and programs, experiences with situations of prejudice, discrimination and racism, during the process of higher education, affect the academic performance of these students, resulting in dropout, failures, transfers of courses, among other difficulties they experience.
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