Special education from the inclusive perspective and the common curricular national base: political interlinations
AbstractWith this article we aim to analyze whether there are intertwines between the national guidelines of Special education in the Inclusive perspective, which indicates a new conception of school education and surpasses traditional exclusionary teaching, and the Common National Curricular Base (BNCC). It is necessary to consider whether the document responds to the demands of the target audience for special education, or whether this right is denied. For that, a literature review research was carried out, following a qualitative approach. In the Brazilian educational scenario, intertwining or deinterlacing between inclusive education and BNCC does not happen in a decontextualized, or unreasonable way, but as a project designed with the purpose of forming a certain subject that will serve the system in which we live. The school curriculum is an instrument of power struggle, as it is responsible for directing the professional model that capitalist society demands, therefore, it needs to be widely discussed.
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