INTERFACES DA EDUCAÇÃO ESPECIAL EM UM CONTEXTO RIBEIRINHO AMAPAENSE

This research focused on the socio-educational reality of Special Education students in a riverside school in Amapá, linked to the Municipal Education System. Its general objective was to analyze the teaching process of Special Education students who attend a riverside school. The investigative context of this work has as its main element the interest in knowing the pedagogical practices for Special Education students; it is an ethnographic study with an emphasis on education. The procedures that denoted the methodological basis of this work are: semi-structured interview, participant observation and document analysis. The research subjects were six, namely: a Special Education teacher, four regular classroom teachers and a pedagogical coordinator. Regarding the results: it was evident that there are few productions involving the theme of this dissertation in this Amazon region; there were reports of absence of parents in partnership with the school, lack of resources for the teaching process to be more optimized, lack of adaptations in textbooks, lack of training for regular classroom teachers, and structures of school buildings. Absence of a Political Pedagogical Project (PPP). It was shown that Special Education students are well accepted and receive attention from both their classmates and teachers, despite all the difficulties and obstacles to getting to school. As a result, greater visibility was given to the diversity of riverside peoples and the interface between Special Education and rural education, in the context of riverside schools.