Public policy actions for special education in indigenous schools in Acre

Abstract

The right to education for indigenous children in situation of disability was safeguarded in Brazil, through international agreements, starting in 2007. In this sense, this research aimed to identify if and how occured the interrelations between Special Education and Indigenous School Education, in public policy actions from Acre. It is a qualitative, exploratory research, with an approach of critical analysis through policy cycle. Three state managers participated. The corpus was constituted by interviews and legislation. The results showed the challenge of operationalization of the legislation due to geographical, climatic and cultural peculiarities. The dissemination of Special Education Policy in intercultural discussions will be viable during other teaching training processes. It was concluded that Special Education had not been able to discuss its actions in indigenous schools, in its entirety; the interrelations between Special Education and Indigenous School Education were in initial process, due to government change. For future research, it is suggested, on the one hand, to investigate the appropriate ways on how to implement a specific Education System for indigenous schools, since this possibility appears in the national legislation and, on the other hand, to analyze the pedagogical political projects to identify possible actions of Special education.