Trayectorias de estudiantes indígenas en matemáticas e ingeniería: Barreras y facilitadores en un estudio biográfico narrativo preliminar en universidades chilenas

This article explores the protective factors and perceived barriers in the educational trajectories of four Indigenous undergraduate students in mathematics and engineering at Chilean universities. The research is part of a qualitative project with a biographical-narrative approach, which includes conducting more than 10 life history interviews with Indigenous students and professionals. However, this paper presents preliminary findings based on the thematic analysis of four interviews. The results reveal structural and cultural barriers, such as decontextualized teaching methodologies, gender stereotypes, and economic difficulties; as well as key facilitators such as self-management, family support, and innovative pedagogical practices. These initial findings highlight the multidimensional trajectories of Indigenous students and the need to move towards more inclusive and culturally relevant institutional policies and practices in STEM disciplines.