SPECIAL EDUCATION IN RURAL, INDIGENOUS AND QUILOMBOLA EDUCATION: what are the Brazilian political guidelines? ; EDUCACIÓN ESPECIAL EN LA EDUCACIÓN RURAL, INDÍGENA Y QUILOMBOLA: ¿cuáles son las directrices políticas brasileñas? ; EDUCAÇÃO ESPECIAL NA EDUCAÇÃO DO CAMPO, INDÍGENA E QUILOMBOLA: quais são as diretrizes políticas brasileiras?

This article aims to analyze the political guidelines for Special Education in Rural Education, Indigenous School Education and Quilombola School Education, within the scope of Basic Education. To this end, a study was carried out on written, contemporary, official and public documents, that are available on the Ministry of Education website, in a section called Guidelines for Basic Education. After applying the selection criteria, five guidelines were identified. The data were systematized through a protocol and analyzed in three axes, namely: Special Education in Rural Education; Special Education in Indigenous School Education; and Special Education in Quilombola School Education. The results indicate incipient textual guidelines of different scope for Special Education in Rural, Indigenous and Quilombola Education. In this sense, for the development of these guidelines, it is urgent to problematize the transversality of Special Education in other modalities of education, as well as to complexify attention to sociocultural differences and specific educational needs in the schooling process of peasant, indigenous and quilombola students with disabilities, global disorders development and high abilities/giftedness. ; Este artículo tiene como objetivo analizar las directrices políticas de la Educación Especial en la Educación Rural, Educación Escolar Indígena y Educación Escolar Quilombola, en el ámbito de la Educación Básica. Para ello, se realizó un estudio de documentos escritos, contemporáneos, oficiales y públicos, disponibles en el sitio web del Ministerio de Educación, en una sección denominada Directrices para la Educación Básica. Después de aplicar los criterios de selección, se identificaron cinco directrices. Los datos se sistematizaron mediante un protocolo y se analizaron en tres ejes: Educación Especial en la Educación Rural; Educación Especial en la Educación Escolar Indígena; y Educación Especial en la Educación Escolar Quilombola. Los resultados indican incipientes orientaciones textuales y de ...