SPECIAL EDUCATION FROM THE PERSPECTIVE OF THE BNCC: CHALLENGES AND INCLUSIVE PRACTICES

Abstract

The article discusses the intersection between the National Common Curriculum Base (BNCC) and special and inclusive education, highlighting the advances and challenges for the implementation of truly equitable education in Brazil. The BNCC, by establishing essential learning for all students, reinforces the commitment to inclusion and diversity, proposing pedagogical practices that respect the singularities of each student. However, the implementation of these principles faces significant obstacles, such as the lack of adequate infrastructure, insufficient teacher training, and cultural resistance to inclusion. The article addresses these challenges in three dimensions: structural, pedagogical and cultural, highlighting the need for curricular adaptations, inclusive assessments and the use of assistive technologies. The role of the teacher and school management is emphasized, with recommendations for continuing education and democratic management as essential tools for promoting inclusion. Finally, the article offers recommendations for managers, teachers, and public policy makers, highlighting the importance of adequate funding, teacher training, and the creation of support networks. It is concluded that, although the BNCC represents a significant advance, its implementation requires a collective effort to overcome the challenges and ensure inclusive and quality education for all.