A educação especial na escola indígena Terena: um estudo no município de Anastácio

Abstract

Indigenous peoples have the right to specific, differentiated, intercultural, bilingual/multilingual and community education, guaranteed by law. Like all the rights of indigenous peoples, school education was the result of several struggles and the union of different indigenous and indigenist movements. And in the same way that school education took time to have legal support and to take its own form, detached from its historical burden, Special Education is gradually being seen with different eyes by the indigenous themselves. Therefore, showing the interface of Special Education in Indigenous Schools is of paramount relevance. This research sought to answer some questions: Are indigenous students who are the target audience of Special Education (PAEE) being served at the indigenous school? What actions are developed to assist PAEE indigenous students? And how are these actions being developed by teachers and school managers? Thus, this work had as general objective to know the interface of Special Education in a Terena indigenous school. With the specific objectives of investigating whether there is service for indigenous PAEE students and how this service takes place; to describe what are the actions developed to assist the PAEE indigenous students and how these actions are being developed by teachers and managers of the school that is the focus of this work. It is a qualitative approach work. To obtain data, structured questionnaires were applied individually by the researcher. The questionnaires were prepared by researchers specialized in the field of Special Education, from the Federal University of São Carlos, through which we were able to characterize: the respondent, the school's data, the access and permanence of the PAEE student in the school, the school's infrastructure, administrative and pedagogical actions and the participants' sense of self-efficacy, etc. This work portrays the interface of special education in a Terena indigenous school in the municipality of Anastásio, in the state of Mato Grosso do Sul. We can conclude that the service to the Terena indigenous of this municipality has taken place and that the managers and professionals working in the school have sought to meet the demands of their public.