EDUCAÇÃO ESPECIAL NA EDUCAÇÃO ESCOLAR INDÍGENA: DESAFIOS AO CURRÍCULO EM RORAIMA

the approval of the National Common Curricular Base (BNCC) in 2017, we recorded a movement among education professionals in Roraima with the aim of structuring a specific curricular organization that would guide the pedagogical actions of the network, giving rise to the Roraima Curricular Document (DCRRR). In this article, we aim to understand which references and perspectives are defined in the state curricular standardization for the education of students characterized as the Special Education audience in Indigenous School Education, in state schools in Roraima. We conducted a qualitative research approach from the perspective of documentary analysis, in which we analyzed, in the DCRR and in the documents that evidence the strategies used in its elaboration process, elements that address the challenge of educating students who present this profile. The results found reveal that, even though it claims to be guided by philosophical, sociological and pedagogical principles, whose discourses claim to focus on integral human development, the DCRR maintains the standardizing and homogenizing logic that has been pointed out in studies that address issues related to the BNCC, without presenting effective indications of measures that contemplate the educational needs of the Special Education public enrolled in indigenous schools in Roraima. We consider that the silencing in the DCRR and the isolated treatment of the Special Education and Indigenous Education modalities weaken the pedagogical actions necessary for access to school education for indigenous students with disabilities, disorders or high abilities.