2026-10-192026-10-192024RODRIGUES, Kássya Christinna Oliveira. Educação especial freireana em práticas educativas em Belém do Pará: saber-fazer, desafios, sonhos e o inédito viável. Orientadora: Ivanilde Apoluceno de Oliveira. 2024. 541 f. Tese (Doutorado em Educação) – Centro de Ciências Sociais e Educação, Universidade do Estado do Pará, UEPA, Belém, 2024.https://portaldaposgraduacao.uepa.br/handle/riuepa/362AbertoEducação inclusivaEducação especial freireanaCentro de Referência em Inclusão EducacionalGabriel Lima MendesInclusive educationFreirean special educationReference Center for Educational InclusionTeseCiências Humanas::EducaçãoCiências Humanas::Educação::Tópicos Específicos de EducaçãoCiências Humanas::Educação::Tópicos Específicos de Educação::Educação EspecialThis study deals with two practices of Inclusive Education of Special Education, developed in Belém do Pará, guided by the theoretical-methodological framework of Paulo Freire (2006a, 2005), as well as by Dussel (2002) and Hooks (2017), who are united in their thoughts. Its problem question is: what inclusive Freirean know-how is produced in educational practices at CRIE and NEP, with students with disabilities, in the city of Belém do Pará? It aims to investigate what inclusive Freirean know-how is produced in educational practices at the Gabriel Lima Mendes Reference Center for Educational Inclusion - CRIE and at the Paulo Freire Popular Education Center - NEP, with students with disabilities, in the city of Belém do Pará and, specifically; to analyze Inclusive Special Education practices guided by Freirean frameworks at CRIE and NEP, with students with disabilities, in the city of Belém do Pará; identify which principles of Freire's thinking are present in the educational practices of CRIE and NEP; analyze which pedagogical elements of Freirean education are present in Freirean Special Education practices at CRIE and NEP; and; understand the challenges and dreams experienced by educators at CRIE and NEP in their inclusive educational practices guided by Freirean principles. This is a qualitative field research of the collaborative participatory research type (Barbier, 2007; Brandão, 2003; Freire, 1981; Ibiapina, 2008). Two territories constitute the CRIE and NEP and sixteen people, including women and men, are part of them as participants, nine from CRIE and seven from NEP. Among the procedures for collecting and producing data, participant observation, recording in a field diary and photographs were carried out, and dialogued interviews were also conducted. Freirean dialogue, webs of knowledge and learning patterns made it possible to analyze the data. Among the results, it was identified that, at CRIE, Freirean principles are present in some educational practices of educators belonging to Programs and Centers of the aforementioned Center, a situation that does not spread to the Network as a whole; at NEP, the exercise of Freirean Special Education was evidenced, with the exponent of this practice being Professor Doctor Ivanilde Apoluceno de Oliveira, coordinator of the Center, a professional engaged in Popular Education who translated Paulo Freire's theoretical-methodological construct into the field of Special Education, as well as bringing Dusselian ethics to support this field with the decolonial theoretical-epistemological framework.PPGED - Saberes culturais e educação na Amazônia