INTERSECTIONALITY BETWEEN SPECIAL EDUCATION AND QUILOMBOLA SCHOOL EDUCATION: CHALLENGES FOR LITERACY IN THE EARLY YEARS OF ELEMENTARY EDUCATION

Abstract

This article aimed to analyze the scientific evidence on the interface between Special Education and Quilombola School Education, with emphasis on the challenges related to literacy processes in the early years of Elementary Education. An integrative literature review was conducted following the methodological framework proposed by Whittemore and Knafl and reported according to the PRISMA 2020 guidelines. Searches were carried out in the SciELO, CAPES Journal Portal, Google Scholar, and the Brazilian Digital Library of Theses and Dissertations (BDTD), including studies published between 2020 and 2026. After applying the eligibility criteria, twelve studies comprised the analytical corpus of the review. The findings revealed that the scientific literature is mainly focused on public policies, teacher education, curriculum, and the appreciation of Quilombola identity, whereas studies addressing the intersection between Special Education and Quilombola School Education, particularly in literacy, remain scarce. Gaps were also identified regarding inclusive pedagogical practices, Specialized Educational Services, and curricular adaptations in Quilombola schools. It is concluded that strengthening this interface requires empirical research, integrated educational policies, and teacher education processes capable of promoting inclusive, intercultural, and socially committed pedagogical practices.