Special Education Policies from an inclusive perspective in indigenous schools: distances and challenges for implementation in the Alto São Marcos Region - PACARAIMA/RR

Abstract

This article presents research results situated within the field of Special Education discussions from an Inclusive Education perspective. The study aims to understand how public educational policies focused on inclusion are being implemented in indigenous schools located in Vicinal Samã, in the Alto São Marcos region of the municipality of Pacaraima, Roraima state. The investigation considers, in particular, the proposals established in the Pedagogical Projects (PP) of the analyzed school units. The general objective is to analyze the main challenges and obstacles to guaranteeing inclusive education in these indigenous schools, focusing on how these institutions are organizing themselves to operate within the new inclusive paradigm, considering the proposed actions and current legislation that ensures quality education with equality and equity. The ongoing research employs a bibliographic, documentary, and qualitative methodology, using the deductive method. Techniques such as note-taking, guided reading, and a data collection guide for annotated analysis were employed. The data analysis includes content and document analysis, with an emphasis on relevant documentary legislation. It is expected that, at the end of this study, a significant contribution will be made to indigenous education professionals and others involved in the educational process, especially regarding the development of the Pedagogical Project (PP). The aim is to promote understanding of this document that guides the actions of the school institution and the provision of Special Education, recognizing it as an integral and inseparable part of school inclusion.