SPECIAL AND INCLUSIVE EDUCATION AT BNCC:THE CHALLENGE OF SCHOOL MANAGEMENT IN PEDAGOGICAL PRACTICE

Abstract

This article analyzes the challenges of school management in the implementation of special and inclusive education according to the BNCC, through a literature review. It identifies three main problematic axes: the lack of clear guidelines for curricular adaptations and inclusive assessment, deficiencies in teacher training and school infrastructure, and the overload of management in mediating public policies and school reality. It is concluded that, although the BNCC represents a theoretical advance by incorporating inclusive principles, its operationalization comes up against structural inequalities not addressed by the document. School management emerges as a central actor in this process, but limited by systemic issues that demand robust public policies. As recommendations, it is proposed: for managers, the creation of training spaces in DUA and intersectoral partnerships; for policymakers, the elaboration of specific complementary guidelines and increased funding for accessibility. The study recognizes as a limitation its exclusively bibliographic nature, suggesting for future research empirical investigations on inclusive management models in different contexts, the impact of assistive technologies and the development of inclusive evaluation systems. The work seeks to contribute to the dialogue between theory and practice in the construction of truly inclusive educational systems, highlighting the urgency of approaches that articulate theoretical rigor with empirical evidence.