SCHOOL INCLUSION OF INDIGENOUS CHILDREN WITH AUTISM SPECTRUM DISORDER: CHALLENGES AND POSSIBILITIES FROM THE PERSPECTIVE OF INTERCULTURAL EDUCATION

Resumen

This chapter discusses the school inclusion of Indigenous children with Autism Spectrum Disorder (ASD), considering the challenges and possibilities involved in connecting special education, Indigenous school education, and interculturality. It begins by recognizing that, although Brazilian legislation guarantees the right to inclusive education and acknowledges the cultural specificities of Indigenous peoples, studies addressing this interface remain scarce. The objective is to reflect on the main challenges involved in implementing inclusive and intercultural pedagogical practices, highlighting theoretical contributions capable of supporting the development of an education committed to human and cultural diversity. The discussion is grounded in qualitative bibliographic research, drawing on academic publications, legal documents, and authors such as Maria Teresa Eglér Mantoan, Lev Vygotsky, Paulo Freire, Vera Maria Candau, Gersem José dos Santos Luciano (Baniwa), Daniel Munduruku, and Ailton Krenak. The reflections indicate that the inclusion of Indigenous children with ASD continues to face challenges related to teacher education, access to specialized services, the production of pedagogically contextualized materials, and the limited body of scientific literature on the subject. Conversely, important possibilities include strengthening continuing education, encouraging the participation of Indigenous families and communities, valuing traditional knowledge, and adopting pedagogical practices based on Universal Design for Learning and interculturality. It is concluded that the development of an inclusive intercultural education depends on coordination among schools, communities, and public policies, ensuring the right to learning and respect for cultural identities.