Linguistic Rights and Intercultural Inclusion: The Terena Sign Language in the Context of Indigenous School Education

Abstract

This work aims to analyze, through bibliographic research, the intersection between Indigenous School Education and Special Education from an inclusive perspective, focusing on the Terena Sign Language (LTS), originating in the Cachoeirinha Village, in the municipality of Miranda/MS. The research is based on legal provisions that guarantee the rights of indigenous peoples and people with disabilities, such as the 1988 Federal Constitution, the Law of Guidelines and Bases of National Education (Law No. 9,394/1996), the National Policy on Special Education from the Perspective of Inclusive Education (2008), and Municipal Law No. 1,538/2023, which co-officialized LTS in the municipality of Miranda. The study discusses the concept of sign language as a first language (L1) in the educational process of deaf indigenous students, highlighting the importance of recognizing indigenous sign languages ​​as a cultural expression and linguistic right. The analysis shows that the co-officialization of LTS represents a significant step forward in guaranteeing an intercultural, bilingual, and inclusive education, by recognizing the sociolinguistic diversity of the Terena community. It is concluded that the realization of this recognition depends on the implementation of public policies, teacher training, and the production of pedagogical materials that ensure the use of LTS in the school environment.