2026-09-162026-09-162026RIBEIRO, Tereza Marcella Cordeiro. Do planejar solitário ao fazer coletivo: resistências às colonialidades em uma escola do campo em Mãe do Rio-Pa. Orientador: José Anchieta de Oliveira Bentes. 2026. 159 f. Dissertação (Mestrado em Educação) - Centro de Ciências Sociais e Educação, Universidade do Estado do Pará, Belém, 2026.https://portaldaposgraduacao.uepa.br/handle/riuepa/274AbertoPlanejamentoInclusãoColonialidadeCoensinoPlanningInclusionColonialityCo-teachingDissertaçãoCiências Humanas::EducaçãoCiências Humanas::Educação::Tópicos Específicos de EducaçãoCiências Humanas::Educação::Tópicos Específicos de Educação::Educação EspecialThis study, which forms part of the research programme on cultural knowledge and education in the Amazon run by the Postgraduate Programme in Education (PPGED) at the State University of Pará, analyses documents from a decolonial perspective and examines their impact on the schooling of students with disabilities at the “Praxedes Ribeiro”, located in the municipality of Mãe do Rio-PA, in the north-eastern mesoregion of Pará in the Brazilian Amazon. The aim is to fill the recognised knowledge gap regarding strategies for dialogue and collaboration, namely co-teaching, in the development and implementation of these strategies in rural areas. The research problem is defined as investigating how special educational needs (SEN) teachers and mainstream teachers construct and implement planning strategies for inclusive education at the Praxedes Ribeiro rural school? It involves the daily activities of professionals within the school environment to make their lessons more inclusive and accessible, given the lack of time and the difficulty in producing personalised curricula. In terms of methodology, using a qualitative approach, a decolonial documentary research design was adopted, involving access to planning documents: PPP, PEI, PDI and semi-structured interviews. The data were analysed based on Quijano’s (2010) decolonial analysis, with the identification of markers and the categorisation of the evidence revealed in the research. The results highlight the existence of colonialities still present in contemporary society, but confirm the hypothesis of initiatives indicating resistance to the coloniality of being, knowledge and nature, present both in the collective construction of written and oral documents and in the co-teaching strategies among teachers working at the Praxedes Ribeiro rural school. In conclusion, regarding inclusive special education in rural areas, this study establishes that the exercise of perceiving coloniality must be ongoing and aims to contribute to further research on the subject.PPGED - Saberes culturais e educação na Amazônia