Originary studentes in native schools: configurations of inclusive special education in Southern Amazonas

Abstract

This paper analyzes the political and pedagogical contexts of the Municipal Department of Education and Culture (SEMEC) of the municipality of Lábrea (Southern Amazonas). For the theoretical basis, the historical context of the indigenous school education in Labrea is subsidized in consonance with rural education and special education. The methodological procedures will be presented based on documental and qualitative analyses and by means of bibliographic review. As a result, we will present nuances of the unfolding and adjustments of SEMEC's services that elucidate the practices and aspects of the inclusion foments in the claims of the offer and effectiveness of education for all, as well as the challenges of implementing differentiated and inclusive indigenous school education. However, for the insertion of plausible conditions for the effectiveness and realization of inclusive education in indigenous school education are necessary, the guarantee and legal compliance in the implementation of pedagogical practices before the various school scenarios offered to native peoples.