AS INTERFACES DA EDUCAÇÃO ESPECIAL COM AS ESCOLAS DO CAMPO, DAS ÁGUAS E DA FLORESTA NO INTERIOR DA AMAZÔNIA ACREANA

this study discusses and analyzes the interfaces between special education and rural education in the rural, water and forest schools of the state education network in the municipality of Cruzeiro do Sul, Acre. The research was guided by the main regulatory frameworks, especially Resolution 347/2023 of the State Education Council and the General Report (2024) produced by the pedagogical teams of the Inclusion Support Center (NAPI). This is a qualitative, exploratory and investigative study which, through documentary analysis, it highlights aspects of the reality of special education in rural areas of Acre. The results show that there are actions aimed at teachers through NAPI, such as continuous training and advising schools, in order to build the interfaces between special education and rural education, but there are barriers that hinder a better construction of this, among them: the school enrollment of students who are the target of special education (PAEE); the continuous training of teachers for special education; dealing with the specific disabilities of students; the support/collaboration service carried out in the rural school; the evaluation of students; and school transportation, these being our categories of analysis for the study. In this context, the public policies under construction are proving to be challenging in their implementation process, which suggests a review of their specificities. Thus, we consider the need for public policies that dialogue with regional and local peculiarities and demands, for better schooling of PAEE students in Acre's rural, water and forest schools.