BNCC AND TEACHER TRAINING FOR INCLUSIVE PRACTICES

Abstract

The National Common Curricular Base (BNCC) establishes guidelines for Basic Education in Brazil, including principles focused on teacher training for inclusive practices. This article analyzes how the BNCC addresses teacher training to promote inclusion, identifying gaps and potentialities in the document. The research, of a qualitative nature, was based on a documentary analysis of the BNCC and some academic studies on teacher training and inclusion. The results show that, although the BNCC recognizes diversity and the need for inclusive practices, there are shortcomings in the articulation of concrete strategies for initial and continuing teacher training. The discussion highlights the importance of teaching competencies focused on inclusion and the role of public policies that promote continuing training aligned with the challenges of heterogeneous classrooms. It is concluded that strengthening the relationship between the BNCC and teacher training requires greater investment in continuing education programs, the development of inclusive teaching materials, and the integration of educational policies with the daily practice of teachers. This study contributes to reflections on the implementation of inclusive practices in the context of Brazilian education and points to ways to advance the training of teachers capable of meeting the demands of a school for all.