ENFRENTAMENTOS NA EDUCAÇÃO ESCOLAR INDÍGENA E INCLUSIVA XUKURU-KARIRI/AL

This article presents developments from the doctoral thesis entitled:“The Subjective Dimension of the Inclusion of Children and Young People with Disabilities in Indigenous Schools of the Xukuru Kariri Ethnic Group”. It aims to discuss the interfaces between Indigenous and Inclusive School Education in the Xukuru-Kariri (XK) Indigenous Territory, in Alagoas, Brazil. The discussion is grounded in a socio-historical theoretical perspective, especially the works of Vygotsky (1983; 1991), and authors who address Rural Education. Interviews with professionals (both Indigenous and non-Indigenous) were analyzed based on the "nuclei of meaning" methodology proposed by Aguiar and Ozella (2006; 2013). The results highlight the need for public policies that consider the cultural specificities of the Xukuru-Kariri people, with inclusive practices and epistemologies aligned with the local context. The study reinforces the importance of intertwining traditional and academic knowledge in Indigenous education that is inclusive, intercultural, and differentiated.