MANAGEMENT OF THE INCLUSION OF PEOPLE WITH DISABILITIES IN INDIGENOUS SCHOOLS OF MARANHÃO: INNOVATIONS, PEDAGOGICAL PRACTICES, AND CHALLENGES OF SPECIAL EDUCATION IN INTERCULTURAL CONTEXTS

Abstract

This article investigates the management of the inclusion of people with disabilities in indigenous schools in Maranhão, highlighting innovative practices, pedagogical methodologies, and challenges faced within the context of intercultural special education. The analysis employs a qualitative approach with multiple case studies, involving documentary analysis, semi-structured interviews with school administrators, teachers, and indigenous leaders, as well as participant observation in selected schools. The study explores aspects related to the articulation between public inclusion policies and indigenous school management, identifying local barriers, advances, and solutions. It emphasizes the importance of interculturality and bilingual education, as well as the potential of digital technologies to expand accessibility and participation of students with disabilities in indigenous school settings. The research reveals the scarcity of specialized training for educators, limitations in infrastructure, and persistent challenges in creating educational environments that respect cultural diversity and the inclusive needs of indigenous peoples. Through the use of tables, charts, and frameworks, the study compiles data on ethnic groups, villages, languages, cultural values, and inclusion experiences, proposing innovative guidelines for school management and public policies in the region. The article contributes to the scientific discussion on inclusive indigenous education, highlighting the essential role of qualified and contextualized school management and suggesting pathways for advancing inclusion in indigenous territories in Maranhão.