SPECIAL EDUCATION AND QUILOMBOLA IDENTITY IN THE AMAZON: DECOLONIAL DIALOGUES BETWEEN AFRO KNOWLEDGE, CULTURE, AND SCHOOL INCLUSION

Abstract

This article proposes a reflection on the interfaces between Inclusive Special Education and Quilombola School Education, focusing on the educational contexts of rural communities. The research develops a theoretical-reflective analysis anchored in a decolonial perspective, understanding education as a space for resistance, the appreciation of cultural identity, and the promotion of equity. The study engages with classical authors such as Mantoan (2003), Arroyo (2011), Caldart (2009), Boaventura de Sousa Santos (2010), Dussel (2000), Freire (1987), and Gomes (2017), and also incorporates contributions from researchers at the Federal University of Pará - UFPA: Débora Alfaia da Cunha (2022), Waldma Maíra Menezes de Oliveira (2018), João Batista do Carmo Silva (2018), and Assunção José Pureza Amaral (2008), whose works emphasize the importance of local knowledge, liberating ethics, and the construction of inclusive and contextualized education. It is concluded that the dialogue between Inclusive Education and Identity Quilombola allows for rethinking pedagogical practices, promoting more human, critical formative processes that are committed to cultural diversity and the right to learning for everyone.