Literacy practices in the multifunctional classroom of the ‘Tekator’ state-run indigenous school, Mariazinha Village, Tocantinópolis (TO)

• Autor(a) principal: Araujo, Gustavo Cunha de
• Data de Publicação: 2021
• Outros Autores: Santos, Gracilene dos
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Eletrônica Pesquiseduca
• Texto Completo: https://periodicos.unisantos.br/pesquiseduca/article/view/1057
• topic: Educação. Letramento. Sala Multifuncional. Apinayé. Indígenas. Arte.; Educação. Letramento. Sala Multifuncional. Apinayé. Indígenas. Arte.

Inclusive education arises with the proposal to include the disabled in regular basic education. In order for them to remain in the regular classroom, it was necessary to implement specialized rooms called Multifunctional Resource Rooms, with the purpose of assisting in the teaching and learning process of indigenous people with disabilities. From an empirical and theoretical perspective, the study is based on the qualitative approach and, more specifically, ethnographic research. The objective of the research was to analyze how inclusive education was promoted in the ‘Tekator’ state-run indigenous school, in a city of Tocantins state, Brazil. Among some results, it was found that inclusive education at the indigenous school is basically promoted based on visual elements present in the art course unit, such as videos, drawings, and paintings, among others, from the perspective of multiliteracy. Keywords: Literacy. Multifunctional room. Apinayé. Indigenous people. Art.