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The text presents the result of an investigation carried in Guarani and Kaiowá communities, which aimed to survey and analyze the discourses that circulate among indigenous school education professionals about the differences of deaf students. The theoretical-methodological foundation approached the post-critical theory assumptions. Survey participants listed the barriers students face in accessing schools and accessing local and universal knowledge, including the languages used in their community. It presents arguments about the expansion of investigations and the use of emerging sign languages in those contexts may contribute to more adequate plurilingual teaching practices for indigenous deaf students. [ABSTRACT FROM AUTHOR]

Copyright of LIAMES: Línguas Indígenas Americanas is the property of Universidade Estadual de Campinas - Portal de Periodicos Eletronicos Cientificos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Reading and writing process of indigenous students should be questioned in relation to the school failure. This is applied to students who do not reach the expectations established by the learning system, whose parameter is grounded in education for nonindigenous people. This study aimed to discuss the alleged school failure in the fields of reading and writing of Guarani, Kaiowá, and Terena indigenous students, in Dourados/MS. It is based on the sociopolitical perspective of Cultural Studies, and Literacy Studies, choosing ethnography as the investigative way. [ABSTRACT FROM AUTHOR]

Copyright of Educação is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The interface between special education and indigenous education is a new and complex research field, drawing boundaries not defined yet between two fields of knowledge being constituted. This paper investigated the discourses of differentiated indigenous education, inclusive education and deaf education, and also recorded the perceived effectiveness of educational policies in the discourse of staff working in indigenous schools. The analysis, in addition to locating the indigenous deaf person in a differentiated culture, has identified the problems, possibilities and specific needs of communication in the school environment. The results indicated the need to create spaces for dialogue with the indigenous school community, so that the issue of deaf education is discussed and built collectively. [ABSTRACT FROM AUTHOR]