Programa de Pós-Graduação em Educação Inclusiva - PROFEI
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Item O Processo de Inclusão de Estudantes Indígenas em Escolas da Rede Municipal de Santarém-Pará(Universidade Estadual do Paraná, 2024-10-30) Silva, Iranei dos Reis; Novak, Maria Simone Jacomini; https://lattes.cnpq.br/8950601840578036; https://lattes.cnpq.br/8098522441139503; Novak, Maria Simone Jacomini; https://lattes.cnpq.br/8950601840578036; Faustino, Rosângela Célia; https://lattes.cnpq.br/8578533833560165; Rodrigues, Isabel Cristina; https://lattes.cnpq.br/0643613119453873; Silva, Rosangela Trabuco Malvestio da; https://lattes.cnpq.br/6348015771508371This research, which is part of PROFEI's “Training Practices and Processes of Educators for Inclusive Education”, aims to analyze the process of inclusion of indigenous students in schools in the Municipal network of Santarém – Pará, seeking to understand how they are being received in schools indigenous students are common. Its objectives are also to carry out studies on the legislation that supports a differentiated education for indigenous peoples, especially from what is established in the Federal Constitution of 1988 to current legislation, observing the legislation of the state of Pará and the municipality of Santarém/PA. It seeks to understand whether, in some way, teaching practices would be contemplating and guaranteeing to these students elements that take into account diversity and its specificities, in accordance with what current regulations guarantee. As an indigenous teacher who works in a non-indigenous school, I realize that in the teaching unit where I work, there is a growing number of indigenous people and that they are not identified, not even in the school census, including students from the Special Education Target Audience (PAEE). I recognize the importance of education in a different way for our people and that is why I felt the need to delve deeper into the subject. The research will be carried out at the Dom Lino Vombommel Municipal Elementary School, an urban area in the municipality of Santarém. It is based on a qualitative and quantitative approach and is exploratory in nature. To obtain the data, semi-structured interviews were carried out with the participation of school managers, a conversation circle with students and a conversation circle and questionnaire with teachers. The research revealed how the process of inclusion of indigenous students in non-indigenous schools in the municipal network of Santarém – Pará is taking place; analyzed teachers' perceptions regarding the inclusion, teaching and learning of Indigenous students in the common classroom, as well as in any school context; and how the process of inclusion, teaching and learning of indigenous students enrolled in that school occurs. As an educational product, we created an e-book containing information regarding Indigenous School Education and the laws that guarantee indigenous people the right to cities and indigenous students a differentiated education, which strengthens their languages, identities and their own ways of learning. Proposals for inclusive activities were made available that can serve as support for teaching practices, aiming to contribute to the process of inclusion of Indigenous students within the non-indigenous school in the urban context of the municipality of Santarém and that in some way can contribute to the inclusion process . The research showed us that the teaching unit already carries out some actions to promote the inclusion of indigenous students, however, the main focus is still serving students with special needs. To promote the effective inclusion of indigenous students, it is necessary to identify them upon enrollment, promote dialogue among other students to welcome and respect them, and integrate their cultures and ways of life into school activities.