THE BNCC AND INCLUSIVE EDUCATION: HOW TO MAKE THE SCHOOL A SPACE FOR ALL?

Abstract

This article aims to discuss the relationship between the National Common Curriculum Base (BNCC) and inclusive education, analyzing how its guidelines contribute to the construction of a school accessible to all. Initially, the concept of inclusive education and its relevance to educational equity are presented. Then, the legal framework and the international documents that support inclusion are explored, highlighting the principles established by the BNCC to guarantee the right to learning of students with disabilities and special educational needs. The survey also addresses the challenges in implementing inclusive education, emphasizing issues such as inadequate infrastructure, attitudinal barriers, and poor teacher training. In addition, the importance of assistive technologies and curricular adaptations as fundamental strategies to ensure the full participation of students in the teaching-learning process is discussed. In the context of educational management, the need for effective public policies that guarantee funding, technical support and continuous training for education professionals is evident. Finally, the article highlights the importance of inclusive pedagogical practices, presenting methodologies that favor the personalization of teaching and promote the equitable participation of students. The conclusion reinforces that inclusive education is essential for building a fairer society, in which everyone has access to quality education. Thus, it is emphasized that the implementation of the BNCC guidelines depends on the joint commitment of managers, professors and public policy makers.