O lugar da educação inclusiva em uma escola indígena no agreste alagoano

Abstract

This study arose from concerns experienced during undergraduate studies regarding the challenges and possibilities of inclusive education, focusing on indigenous education. The central question of the research is: how does the inclusive process occur in an indigenous school located in the Agreste region of Alagoas? The objective is to analyze how inclusive education is implemented at the Subatekie School, located in Palmeira dos Índios. The research adopts a qualitative approach, developed through a case study. The methodological path included observations and documentary analyses on the inclusive reality in the educational practices of the aforementioned indigenous school. The relevance of the study is justified by the need to adapt inclusive education practices to the complex and unique demands of indigenous communities, in accordance with the inclusion policies foreseen in the Brazilian Inclusion Law. The discussion addresses the barriers and challenges faced, highlighting the importance of continuing teacher training. Bezerra (2016) emphasizes recent advances in public inclusion policies, but warns of the insufficiency of teacher training, especially in the indigenous context. It is concluded that the inclusive process in indigenous schools requires greater integration between public policies and teacher training specific to the local context. It is essential to ensure that inclusion is effective, respecting the cultural and educational particularities of indigenous communities, thus promoting a truly inclusive and equitable education.