Inclusive Pedagogical Practices for Students with ASD in Indigenous School Education: A Study in the Passarinho Village (MS)

Abstract

This study analyzes the inclusion of students with Autism Spectrum Disorder in indigenous school education, focusing on the Pilad Rebuá Polo School, located in the Passarinho Village, in Miranda/MS, seeking to understand how inclusive pedagogical practices can favor learning in an intercultural context marked by traditional knowledge and sociocultural specificities. The objective is to identify pedagogical strategies, curricular adaptations, and institutional actions that contribute to the academic and social development of these students. The research adopts a qualitative, exploratory approach, based on a literature review, analysis of educational documents, and recent studies on inclusion and indigenous education. The results indicate that continuing education, the use of visual resources, the organization of routines, and community participation are fundamental elements for more effective practices. It is evident that the involvement of the school and the community strengthens contextualized and respectful teaching processes. It is concluded that the inclusion of students with ASD in indigenous schools requires permanent support policies, intercultural actions, investment in pedagogical accessibility, and practices that value diversity, guaranteeing equity and educational quality in indigenous territory. The analysis demonstrates that pedagogical practices aligned with the principles of inclusive education strengthen learning and promote the active participation of students with ASD. It is concluded that inclusion in indigenous school education requires ongoing training policies, investment in pedagogical resources, and permanent dialogue between school and community, in order to guarantee equity, respect for differences, and quality in educational services.