POLÍTICAS DE INCLUSÃO

The process of inclusion in education has revealed challenging scenarios for the target audience of special education. In this context, rural education, despite numerous achievements in public policies, demands the realization of acquired rights. In this context, the objective of this work was to analyze the existing interfaces between special education and the perspective of inclusion in education.and Rural Education in the municipality of Mangaratiba, Rio de Janeiro, using the Antônio Cordeiro Portugal Elementary School as the research locus, evaluating the process of inclusion in education and the relationship between these modalities. The research is based on Critical Theory of Society as theoretical and methodological support, with an emphasis on the studies of Theodor Adorno and other researchers, emphasizing the importance of not separating practice from theory, as they feed off each other. It adopts a qualitative approach, with documentary analysis and systematic observation as the main research techniques, and revealed inherent weaknesses in Rural Education, whose particularities are disregarded, promoting an urban-centric logic. The study also revealed the lack of specialized educational services offered as recommended by public policies, revealing significant weaknesses in the interfaces the two modalities.