WELCOMING AND PEDAGOGICAL MEDIATION OF INDIGENOUS STUDENTS WITH DISABILITIES IN INDIGENOUS SCHOOLS: CHALLENGES AND POSSIBILITIES FROM THE PERSPECTIVE OF INTERCULTURALITY AND TRADITIONAL KNOWLEDGE

Abstract

The inclusion of Indigenous students with disabilities represents one of the greatest challenges facing contemporary Brazilian education, as it requires the articulation of the principles of Special Education, Indigenous School Education, and interculturality. Although significant legal advances have secured the right to inclusive education and recognition of the cultural specificities of Indigenous peoples, obstacles persist regarding teacher education, pedagogical practices, the production of contextualized materials, and the development of public policies that engage with the realities of Indigenous communities. In this context, this chapter analyzes the contributions of welcoming, pedagogical mediation, and traditional knowledge to strengthening inclusive educational processes in Indigenous schools. This is a bibliographic study based on books, scientific articles, normative documents, and research addressing the interface between Indigenous School Education, Special Education, and interculturality. The dialogue established with authors such as Gersem Baniwa, Vera Maria Candau, Célia Xakriabá, Ailton Krenak, Paulo Freire, Maurice Tardif, and Maria Teresa Eglér Mantoan demonstrates that inclusion cannot be understood merely as ensuring access to education, but rather as an ethical and political commitment to recognizing cultural differences, distinctive ways of learning, and the knowledge produced by Indigenous peoples. It is concluded that welcoming and pedagogical mediation, when articulated with traditional knowledge and community participation, constitute structural elements in the development of intercultural educational practices capable of fostering belonging, equity, and meaningful learning.