This article aimed to reflect on the design of the curriculum, its approaches and directions regarding educational interventions with the target audience of special education, emphasizing curricular adaptations and pedagogical practices based on a humanized curriculum, aimed at affective teaching and effective. It sought to focus the curricular work within basic education schools in the special education modality, emphasizing the various axes of action and application of the humanized curriculum. This humanistic approach seeks to understand the applicability of the curriculum by providing the special education public with a more humane approach to the curriculum, so that students with disabilities have accessibility and centrality of the learning rights of students, "for students" and the redimensionality of meaning and values in social interactions, especially values and the existence of the other as an integral member of a constant becoming. As a methodology, it was developed from bibliographical research, with an emphasis on the qualitative approach, through research in scientific studies and articles in the Scielo and Google Scholar databases. It was noted the importance of providing access to the humanized curriculum in specialized education schools, seeking to promote equitable and quality education for all students and students, the target audience of special education, aiming at their autonomy and insertion in different social contexts that go beyond school.