CONTEMPORARY DEBATES ON CURRICULAR ADAPTATIONS: DIVERGENT OPINIONS AMONG TEACHERS

Abstract

Throughout the history of education, we have witnessed different theoretical positions on curricular adaptations. When referring to curricular adaptation for people with disabilities, the debate becomes more pronounced, as there is no consensus among teachers whether or not the curriculum should be adapted. The problem that guided the reflection was: why is there still resistance from teachers to make adaptations in school curricula? The objectives of this investigative process were: to understand, in the light of the theoretical references, the reasons why the teachers of the common school almost do not make the curricular adaptations; to analyze whether it is due to the lack of initial and permanent training that teachers find it difficult to make adaptations in the curriculum; identify the main pedagogical barriers that prevent curricular adaptations in schools at all levels. The option was for qualitative research, supported by bibliographic research and documents that support the theme of curricular adaptations.  References put us in front of a question: the dilemma is - to adapt or not the curriculum, considering that in the space-time of the school students with Specific Educational Needs are occupying common schools at all levels.  Results found in the literature have shown us that there is no consensus among teachers as to whether or not the curriculum should be adapted.  Considerations, of course, not conclusive, led us to reflect on the vehement need to invest in the permanent training of teachers, with regard to curricular adaptations in schools.