Inclusive Indigenous School Education

This book brings together reflections and experiences on inclusion and interculturality in Indigenous School Education, addressing challenges and possibilities from the specific contexts of the Terena people in the state of Mato Grosso do Sul. The first chapter analyzes inclusive pedagogical practices aimed at students with Autism Spectrum Disorder (ASD) in Aldeia Passarinho, highlighting strategies built on dialogue between traditional knowledge and contemporary approaches to inclusive education. The study highlights the importance of teacher training, community listening and curricular adaptation that is sensitive to the cultural and linguistic specificities of the territory.The second chapter discusses linguistic rights and intercultural inclusion based on the Terena Sign Language, problematizing the recognition of indigenous sign languages as an expression of identity, culture and politics. By situating the issue in the field of indigenous school education, the book reinforces the need for public policies that ensure access, permanence and learning for indigenous students with disabilities, respecting their languages, cultures and own modes of social organization.