INCLUSIVE POLICIES AT THE INTERFACE WITH RURAL EDUCATION: CHALLENGES AND POSSIBILITIES IN A PRIMARY AND SECONDARY SCHOOL IN NORTHEASTERN PARÁ

Abstract

This study aimed to characterize the implementation of Public Policies for Special Education within the scope of Inclusive Education and to analyze their interface with Rural Education in a state public school located in the Amazonian context of northeastern Pará. The research sought to understand the reality

of the Patalino State School of Elementary and High School, in the municipality of Bragança, emphasizing the changes that have occurred in recent years and discussing possibilities for the inclusion of Elementary School students with disabilities from an anti-ableist perspective. The study was conducted through documentary analysis of school enrollment records, semi-structured interviews with school support interns who work with the target public of Special Education, and a characterization questionnaire applied to the participants. Legislation and guidelines that inform inclusive practices in educational spaces and contribute to confronting ableism in rural schools were also considered. The results indicate the absence of specific training for the interns who support students with disabilities, the overload of responsibilities assigned to these pre-service professionals, and the precarious physical infrastructure of the school, which compromises the mobility of wheelchair users and reveals the lack of a Specialized Educational Service (SES) room. The study concludes by highlighting the need to strengthen public policies and the struggle for the rights of people with disabilities, ensuring their access to and permanence in schools within their own rural communities under dignified and inclusive conditions.