THE INCLUSION OF STUDENTS WITH SPECIFIC NEEDS IN THE CONTEXT OF TUPINAMBÁ OLIVENÇA INDIGENOUS SCHOOL EDUCATION

Abstract

This article analyzed the inclusion of Indigenous students with specific needs at the Tupinambá of Olivença Indigenous State School (CEITO) and its annex in the Mamão community, investigating the challenges, strategies, and impacts of this practice. This applied research, with a qualitative approach, was conducted through a case study with direct observation and semi-structured interviews with teachers and a community elder. The results reveal a lack of appropriate pedagogical strategies for students with specific needs, a prevalence of a medical model of understanding disability, a scarcity of resources, a lack of physical and pedagogical accessibility, and a lack of teacher training. Inclusive actions are limited to discussion groups and cultural events, with no effective curricular accessibility. Families, in some cases, resist acknowledging the disability, hindering the inclusion process. It was also observed that the cultural appreciation of the Tupinambá of Olivença people, while present, is not accompanied by practices that ensure equity and full participation. It is concluded that the implementation of inclusive indigenous education requires ongoing teacher training, the work of a multidisciplinary team, physical and pedagogical accessibility, and culturally situated strategies that reduce the barriers of students with specific needs.