Apresentação

The Special Education in Field, Water, and Forest Schools Dossier, whose theme emerges from the need to broaden the debate on the schooling of peasants, riverine people, Indigenous peoples, quilombolas, and other traditional peoples with disabilities, global developmental disorders, and high abilities or giftedness. Therefore, it arises from the non-negotiable defense of the right to education for individuals and collective subjects who have been historically marginalized from public policies. The 17 articles that make up this dossier make visible the existence of these people and peoples – with multiple and intersectional identities –, elucidate the specificities of their ways of life, discuss their schooling processes, and, thus, problematize fixed educational theories and policies. This is a collective work that brings together Brazilian researchers from the Northern region (Acre, Amapá, Pará, and Roraima), Northeast (Alagoas), Central-West (Mato Grosso do Sul), South (Paraná and Rio Grande do Sul), and Southeast (Espírito Santo, Rio de Janeiro, and São Paulo), as well as from other countries (Colombia, Spain, and Mexico), whose analyses focus primarily on local contexts, but also on the meso- and macro-contexts that shape Special Education in field, water, and forest schools. The collective nature even permeates the entire process of building this dossier, for which we thank, in addition to the authors, the editorial team and the reviewers of the articles. Furthermore, we express our gratitude to the student Maxsuel Correia Santos, from the 6th grade of Elementary School at the Balbino Ferreira Indigenous State School, in the Serra do Amaro Village, in Palmeira dos Índios, Alagoas, who voluntarily provided, through his teacher – Dr. Larissa Ferreira Ferro (author of the article that opens this dossier) – and with the express authorization of his legal guardian, the artwork that makes up the cover of the current edition of the journal, which illustrates elements of the daily life of his Indigenous school.