Política de educação especial na perspectiva da interculturalidade no contexto da educação escolar indígena do povo Baré

Abstract

This paper addresses the issue of Special Education policy from the perspective of Inclusive Education in the intercultural context of the Baré people. Faced with this school reality of indigenous students with disabilities, we have the following research questions: How can we approach Special Education from an Intercultural Perspective to guarantee specialized educational care for indigenous people with disabilities? What is the worldview of indigenous people in relation to disability? How should pedagogical work and specialized care be conducted to meet these demands in indigenous school education? In order to answer this question, our general research objective is to discuss the Special Education Policy from the Perspective of Interculturality in the context of Indigenous School Education. In this way, we have specific objectives to deepen and support the general objective: a) to analyze Indigenous School Education and Special/Inclusive Education in Brazil and Amazonas; b) to describe the proposals for interculturality in the field of Special Education and Indigenous School Education; c) to investigate the worldview about disability through the productions, especially for the Baré indigenous peoples; and d) to reflect on the challenges for the implementation of a Special Education Policy in the context of Intercultural Education for indigenous peoples. To achieve these objectives, the hermeneutic-dialectic method was used, with a qualitative approach. This method combines principles of hermeneutics and dialectics and is commonly used in the humanities and social sciences to interpret complex issues, discourses, historical contexts and social phenomena (Brito, 2016; Minayo, 2001). Data was generated through interviews and questionnaires. In view of the above, it was concluded that the absence of a Special Education Policy from an Intercultural Perspective excludes indigenous students with disabilities, compromising their integral development. Inclusion requires practices that respect the indigenous worldview, train educators and promote a participatory approach, ensuring that cultural knowledge and traditions are valued in specialized educational care.