Mediação escolar e inclusão de alunos indígenas com deficiência: uma análise das políticas públicas em Manaus e São Gabriel da Cachoeira (AM)

Abstract

This Undergraduate Thesis aims to analyze the implementation of public policies on inclusive education directed at Indigenous children with disabilities, focusing on the role of the school mediator in the municipalities of Manaus and São Gabriel da Cachoeira, in the state of Amazonas, Brazil. The study is based on the understanding that, although Brazilian legislation guarantees the right to inclusive education, its implementation faces significant challenges in contexts marked by territorial, cultural, and linguistic inequalities, such as the Amazon region. The methodology is characterized as a qualitative study with a documentary and bibliographic approach, involving the analysis of legislation, public calls, institutional documents, and scientific publications related to special education, Indigenous school education, and educational public policies. Actions developed by the Municipal and State Departments of Education between 2022 and 2024 were examined, as well as initiatives related to the training and hiring of school support professionals. The results indicate progress in expanding access to and ensuring the permanence of students with disabilities in basic education, particularly in the municipality of Manaus, where there is greater institutionalization of programs such as Specialized Educational Assistance (SEA) and the work of school mediators. In São Gabriel da Cachoeira, although there are initiatives aimed at educational support, weaknesses are identified in the implementation and systematization of inclusive policies, aggravated by linguistic and cultural barriers and by the shortage of qualified professionals. It is concluded that the effective implementation of inclusive education for Indigenous children with disabilities requires more articulated public policies between special education and Indigenous school education, investment in the continuing education of mediators and teachers, and respect for the cultural and linguistic specificities of Indigenous communities. This research contributes to strengthening the debate on inclusion and school mediation within the Amazonian context.