2025-11-132025-11-132025-10-20SANTOS, Camilly Vitória Araújo dos. Políticas inclusivas na interface com a educação do campo: desafios e possibilidade em uma escola de ensino fundamental e médio no nordeste paraense. Orientadora: Cristiane Bremenkamp Cruz. 2025. 44 f. Trabalho de Curso (Licenciatura em Pedagogia) – Faculdade de Educação, Campus Universitário de Bragança, Universidade Federal do Pará, Bragança, 2025. Disponível em: https://bdm.ufpa.br/handle/prefix/8810. Acesso em: .https://bdm.ufpa.br/handle/prefix/8810This research aimed to characterize the implementation of Special Education Public Policies in the context of Inclusive Education and analyze their interface with/in Rural Education in a rural public school in the Amazon region of northeastern Pará. The objective was to understand the reality of the Patalino State Elementary and Secondary School in Bragança, PA, highlighting the changes that have occurred in recent years at the school, as well as discussing some clues for the inclusion of elementary school students with disabilities based on dialogue with authors who have been concerned with this issue from an anti-ableist perspective. The research was conducted through documentary analysis of enrollments; semistructured interviews with school support interns working with students targeted by Special Education, and a questionnaire to characterize the study participants, paying attention to the specificities and laws that deal with inclusion in educational spaces, which have contributed to anti-ableist attention being offered to students with disabilities in rural schools. As a result, we highlight that interviews with students interning in School Support revealed a lack of specific training to work with students with disabilities, an overload of responsibilities assigned to these students, the precarious physical structure of the school, which compromises the mobility of wheelchair users, and the lack of a Specialized Educational Assistance (AEE) room. Finally, we present the importance of the struggle for human rights and public policies for people with disabilities to occupy spaces and school desks in schools in their rural communities.Acesso AbertoEducação InclusivaEducação do CampoAnticapacitismoInclusive EducationRural EducationAnti-ableismCNPQ::CIENCIAS HUMANAS::EDUCACAOTrabalho de Curso - Graduação - MonografiaAttribution-NonCommercial-NoDerivs 3.0 Brazil