PERCEPÇÃO DOCENTE SOBRE O ATENDIMENTO EDUCACIONAL ESPECIALIZADO EM UMA ESCOLA QUILOMBOLA DA AMAZÔNIA AMAPAENSE

This article analyzed teachers' perceptions regarding the provision of special educational support in a Quilombola school in the state of Amapá. The study employed a qualitative approach, using semi-structured interviews with two special education (AEE) teachers and five teachers from regular reference classes as a data collection method. Content analysis was used to process the data, which enabled the understanding of meanings constructed from a set of texts.The research found that teachers’ perceptions of the school inclusion of students from both Special Education and Quilombola backgrounds reaffirm the importance of ensuring their presence and participation in school, respecting their learning pace and the diversity of learning styles.The results revealed the fragility and precarious conditions of the provision of AEE in the Quilombola school, reflecting the historical invisibility of Quilombola education. Regarding teaching practices, both regular and AEE teachers recognize that diverse ways of learning, reading, writing, listening, and interacting with objects are essential for meaningful teaching, adapted to the needs and cultural identity of students in Special Education. Therefore, teaching practices must value the cultural and social realities of students, promoting plural and contextualized knowledge.