Produção político-normativa sobre o direito à educação de indígenas com deficiência

Abstract

This dissertation is linked to the research line Identities, Diversities, and Socio-environmental Rights within the Postgraduate Program in Borders and Human Rights at the Faculty of Law and International Relations of the Federal University of Grande Dourados. It was developed as part of a broader research project titled “Special Education and Education in/for Rural Areas: intersections, policies, and socio-educational indicators.” Specifically, this dissertation focused on the intersections of Indigenous School Education and Special Education, aiming to address the following issue: how has the political and normative production regarding the education of indigenous students with disabilities been evolving? In this sense, the research's objective is to describe the Brazilian political and normative production concerning the intersections of Indigenous School Education and Special Education. The specific objectives are as follows: a) present the international political and normative documentation concerning Indigenous School Education and Special Education, grounded in the human right to education; b) enumerate the Brazilian political and normative documentation at the federal level concerning Indigenous School Education and Special Education based on the fundamental right to Education; c) Understand, based on the political and normative production, the scenarios and trends in the education of indigenous students with disabilities. From a theoretical perspective, the research seeks to align with the foundations of Decolonial Studies. As for the methodological approach, it is qualitative research employing international and national documentary sources related to the human and fundamental right to Education for indigenous people and people with disabilities. For this purpose, eight international and 12 national documents were selected. Data organization was done by applying the Preliminary Version of the Document Data Production Protocol (PPDD). The results revealed that: on the international level, the documentation landscape envisions the specific human rights of indigenous people and people with disabilities, with a tendency toward an inclusive perspective on the right to Education in favor of diversity, indicating the state's duty to fill existing gaps. At the national level, the documents, influenced by international texts, reaffirm the concern with vulnerable individuals and their fundamental right to Education, with a tendency towards inclusion and interculturality in the schooling process. Specifically, the intersections of Indigenous School Education and Special Education are outlined in four documents, which provide clues, possibilities, and contradictions for granting the right to Education for indigenous people with disabilities, and the challenges include meeting specific educational needs and sociocultural differences. This work aims to contribute to debates about the right to Education for indigenous individuals with disabilities and to stimulate scientific production in advancing the analysis of the implementation and realization of this right in the context of indigenous schools.