Educação especial e o processo de inclusão na escola indígena: uma experiência no Centro de Educação Escolar Indígena Januária

Abstract

The present work is an intervention project, developed with parents of students with disabilities from the Januária village, Rio Pindaré Indigenous Land, municipality of Bom Jardim – MA. This project had as its guiding principle the idea of inclusion, where we propose to contribute to raising awareness among parents about the right to education that their disabled children have, and the importance of family participation in their development process. The theoretical framework was based on the history of Brazilian indigenous education, the historical process of special education and the laws that govern it, as well as a brief analysis of the cultural vision of indigenous people, especially the Guajajaras, on disability. The project's methodology was field research, with a trip to an indigenous school, application of questionnaires with the apis and a culmination, where a seminar and workshops were offered to these parents and/or guardians of children with disabilities, as well as to the entire school community.