A EDUCAÇÃO ESCOLAR INDÍGENA EM INTERFACE COM A EDUCAÇÃO ESPECIAL NA ETNIA PURUBORÁ:

LIMITES E POSSIBILIDADES

Abstract

The relevance of education for the formation and development of the human being is recognized by several theoretical bases. However, so that all people can have access to education, public policies outline ways for the right to be exercised by all people regardless of their conditions. In this context, indigenous school education and special education seek to ensure the right to school education for all people, guaranteeing them respect and appreciation for specificities, differences, diversity and interculturality. Based on these assumptions, this research aimed to analyze the interface between Indigenous School Education and Special Education and to understand the process of inclusion in the Puruborá ethnic group from the perspective of community actors. Subsidized, then, by the qualitative approach, a bibliographic and field research was carried out in the Aperoí village, located in the Municipality of Seringueiras-RO. Three members of the community participated in the research. As an instrument for data collection, the following techniques were used: questionnaires and semi-structured interviews. The data indicate that although there are special education target audience students at the village school, there is no specialized educational service. Teachers do not have specific training to meet the demand and, in general, families adopt an attitude of denial of disability. Participants claim the need for continuing education actions and specialized professionals to assist students and guide families.