CURRICULUM FLEXIBILITY AS A PATH TO INCLUSION FROM THE PERSPECTIVE OF THE NCCB

Abstract

The theme of curricular flexibility in addressing diversity was discussed in this study based on the tensions between the standardization of essential learning and the need to reorganize pedagogical practices in everyday school life, considering an education committed to equity, the right to learning, and the appreciation of differences. The article analyzed the national curricular framework, the relationship between the National Common Curricular Base (NCCB) and flexibility in addressing diversity, as well as inclusive pedagogical practices in the school context. The objective was to analyze the foundations of the national curricular framework, the relationship between the NCCB and flexibility in addressing diversity, and inclusive pedagogical practices in the school context. The research was developed through bibliographic research, understood as a procedure that involved the collection, selection, critical analysis, and organization of scientific productions, as indicated by Santana, Narciso, and Santana (2025). Data were collected from articles, books, and academic productions available in digital databases and analyzed based on the categories of curriculum, flexibility, diversity, BNCC, and inclusive pedagogical practices. The results showed that curricular flexibility remains a permanent requirement of educational work, demanding the reorganization of pedagogical practices, continuous teacher training, and coordinated action by school management to ensure inclusion, equity, and the right to learning.