Special Education Policies in Rural Areas: the Contexts of the Brazilian States of Mato Grosso do Sul, Minas Gerais and ParáIn recent decades, Brazilian education policies have fostered interfaces between Special Education and Rural Education. Faced with political-pedagogical and epistemological challenges, the Rede Educação Especial dos Campos [Rural Special Education Network] was established, involving researchers from different regions and institutions in Brazil. As part of a broader research project, this article aims to analyze the Special Education in and of Rural Areas policies of the state education systems of Mato Grosso do Sul, Minas Gerais, and Pará, Brazil, in order to highlight differences and similarities in the proposals of these federative units regarding the schooling of peasant students in Special Education. The results revealed that, on the one hand, the textual provisions of the states differ in their approach to the interfaces of Special Education in and of Rural Areas; on the other hand, the fragments of reality expressed in the School Census microdata converge to indicate the absence/poor availability of accessibility resources and multifunctional resource rooms in state schools located in the peasant territories of Mato Grosso do Sul, Minas Gerais, and Pará.
KEYWORDS:
Special Education; Education in rural areas; Education policy guidelines