ABSTRACT
This paper seeks to problematize the ways in which differences have been produced at rural schools in inclusion times. It’s an ethnographic investigation, whose scenario are three rural schools of basic education in a municipality of Mato Grosso do Sul, Brazil. The results were analyzed in two axes: a) inclusion at rural schools: subjects, times and spaces; b) subjects differentiation processes at rural schools in inclusion times. Finally, it is questioned the disabilities production due to socio-cultural differences and their referrals to special education services.
Keywords
Inclusive education; Special education; Rural education