INCLUSIVE EDUCATION IN PITAGUARY COMMUNITY SCHOOLS

Challenges to the teaching practice

Authors

  • Luís Carlos Ferreira Programa de Pós-Graduação Interdisciplinar em Humanidades (POSIH), Universidade da Integração Internacional da Lusofonia Afro-Brasileira (UNILAB), São Francisco do Conde, Bahia, Brasil, luisferreira@unilab.edu.br https://orcid.org/0000-0003-2695-6206
  • Antonia Rosemeire Guedes da Silva Universidade da Integração Internacional da Lusofonia Afro-Brasileira (UNILAB), São Francisco do Conde, Bahia, Brasil,profrosemeireguedes@gmail.com https://orcid.org/0009-0000-7644-9291

DOI:

https://doi.org/10.5216/revufg.v24.80182

Keywords:

Disability, inclusive education, Pitaguary community, teaching practice

Abstract

This paper aims to analyze inclusive practices and teaching challenges in including students with disabilities in the Pitaguary schools in Ceará, Brazil. The theoretical framework is drawn from Mazzota (2011), Aranha (2004), Barreto (2024), and Tardif (2002), as well as other regulations and documents that inform the reflections and daily challenges of the school. The methodology employed is participant observation with ethnographic traces on-site in two indigenous schools within the Pitaguary community, conducting semi-structured interviews in the form of recorded conversations with teachers from elementary and high schools in the two municipalities – Pacatuba and Maracanaú. The interpretative analysis involved transcribing the accounts and selecting categories for content analysis that address the challenges of this study. Findings reveal common challenging aspects and positive highlights of anonymous and welcoming teaching practices where educators adapt their teaching methods to support classroom inclusion.

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Author Biographies

Luís Carlos Ferreira, Programa de Pós-Graduação Interdisciplinar em Humanidades (POSIH), Universidade da Integração Internacional da Lusofonia Afro-Brasileira (UNILAB), São Francisco do Conde, Bahia, Brasil, luisferreira@unilab.edu.br

Doutor em Políticas Públicas e Formação Humana (UERJ/PPFH), com estágio Pós-Doutoral pelo Programa de Pós-Graduação em Letras Vernáculas (UFRJ) e estágio Pós-Doutoral pelo Programa de Pós-Graduação em Educação (UFC). Mestre em Educação (UERJ/PROPED) e Graduado em Pedagogia (UERJ/FEBF). Bolsista de Produtividade em Pesquisa pela Fundação Cearense de Apoio ao Desenvolvimento Científico e Tecnológico (FUNCAP). Professor no Curso de Pedagogia da Universidade da Integração Internacional da Lusofonia Afro-brasileira (UNILAB), onde também é docente Permanente no Mestrado Interdisciplinar em Humanidades (MIH). É coordenador de Projetos e Acompanhamento Curricular da Pró-Reitoria de Graduação (ProGrad-UNILAB). Coordenador do Grupo de Pesquisa "Observatório Vozes da EJA BrasilÁfrica, reunindo Brasil e os países que integram a CPLP, especialmente, Moçambique, GuinéBissau e Angola

Antonia Rosemeire Guedes da Silva, Universidade da Integração Internacional da Lusofonia Afro-Brasileira (UNILAB), São Francisco do Conde, Bahia, Brasil,profrosemeireguedes@gmail.com

Mestre Interdisciplinar em Humanidades (UNILAB). Especialização em Atendimento Escolar Especializado e Inclusão (INTERVALE), Neuropsicopedagogia Institucional e Clínica (INTERVALE), Psicopedagogia com ênfase em Diagnóstico Psicopedagógico (FAEX). Graduação em Pedagogia (FMB). Atua na Educação Indígena e Educação Inclusiva na rede estadual de ensino, SEDUC Ceará.

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Published

2025-01-31 — Updated on 2025-03-24

Versions

How to Cite

FERREIRA, Luís Carlos; SILVA, Antonia Rosemeire Guedes da. INCLUSIVE EDUCATION IN PITAGUARY COMMUNITY SCHOOLS: Challenges to the teaching practice. Revista UFG, Goiânia, v. 24, n. 30, 2025. DOI: 10.5216/revufg.v24.80182. Disponível em: https://revistas.ufg.br/revistaufg/article/view/80182. Acesso em: 6 dec. 2025.

Issue

Vol. 24 (2024): Revista UFG

Section

Dossier: Rural Education, Indigenous Education and Quilombola Education: paths of resistance and (dis)encounters with new and other narratives

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