The political-normative organization of Indigenous School Education from a Special and Inclusive perspective in the state of Pernambuco

Abstract

In this paper, we discuss Special and Inclusive Education policies in indigenous territories located in the state of Pernambuco. This research analyzes the political and normative organization at federal and state levels for the inclusion of indigenous students with disabilities. By analysing the legislative documents, the question arises as to how the Secretaria de Educação e Esportes do Estado de Pernambuco (SEDUC/PE) has organized Indigenous School Education from a Special and Inclusive Perspective. Our general objective is to explain the organization in an inclusive way for indigenous students with disabilities. In this sense, we specifically have the objectives of analyzing legislative documents and discussing the political-normative organization of the Department of Education and Sports of the State of Pernambuco. With SEDUC/PE as the institutional framework, the justification for the article is to support further research into compliance with legal obligations regarding accessibility, assistive materials, initial and continuing training in accordance with indigenous ways and beliefs. To this end, the theoretical framework of decoloniality supported discussions on State Ethnophagy (Patzi, 1999); Uninational State in Brazil (Feitosa, 2017); Functional Interculturality (Tubino, 2005); Brazilian political-normative enunciations (Petelin, 2023); and absences in political-pedagogical references (Novak; Mileski; Andrioli, 2013). This was a qualitative study (Minayo, 1994) based on content analysis (Bardin, 1977) of documentary sources (Cechinel et al., 2016) of federal and state legislation. In the analyses, the advances and limitations of these laws were verified, highlighting the omission, weakening and outdating of a homogeneous, non-indigenous political-normative organization, due to the influence of hegemonic political agents interested in weakening indigenous schools and differentiated practices, such as Specialized Educational Assistance for indigenous students with disabilities.