A interface entre educação especial, educação do campo e educação escolar quilombola no Paraná

This study aims to present a "State of the Art" on the interface between Special Education from an Inclusive Perspective, Rural Education, and Quilombola School Education in Paraná. This is a qualitative research based on a bibliographic analysis of academic publications that explore these three areas. These fields share challenges and address issues related to educational inclusion and diversity, offering essential perspectives for understanding and addressing the complexities of inclusive education. The central issue of this research lies in the need to map and analyze how academic publications have addressed the intersection between Special Education, Rural Education, and Quilombola Education, highlighting the main focuses, gaps, and contributions of the scientific literature on the subject. The research was developed in two stages: initially, a survey of publications from 2015 to 2024 was carried out using the descriptors "special education and rural education," "special education and quilombola education," "Special Education, Rural Education, and Quilombola Education," and "Special Education, Rural Education, Quilombola Education, and Paraná," in the database of the Brazilian Coordination for the Improvement of Higher Education Personnel (CAPES), encompassing theses and dissertations from graduate programs in education. Subsequently, the selected publications were reviewed by reading titles and abstracts, followed by a document analysis to understand how the interface between these areas has been addressed in the academic literature. The results revealed a scarcity of studies that comprehensively address this interface, underscoring the need for further research with a specific focus on the context of Paraná.