School education and curriculum: Common National Curriculum Base and inclusive education

Romércia Batista dos Santos, Ana Cláudia Sousa Mendonça, Iarley Pereira de Sousa, Veruska Pedrosa Barreto
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Abstract

This study aims to foment reflections on School Education and the historical perspective of curriculum theories, within the institutions, having the Common National Curriculum Base (BNCC) as one of the references, while asking how Inclusive Education is placed in this construction that is thought of as an education for all. This is a documentary and bibliographic research that dialogues with authors who discuss the curriculum such as Ribeiro (2017), Arroyo (2014), among others. In conclusion, it was evident that it is worth reflecting on the current proposal of the BNCC, analyzing its foundations and the ideological aspects hidden in the content of the document, due to inconsistencies regarding the curricular thinking and its structuring for a curriculum that is fair, democratic, comprehensive and that serves everyone with inclusive public educational policies.
学校教育与课程:国家共同课程基础与全纳教育
本研究旨在以国家共同课程基础(BNCC)作为参考之一,在机构内部激起对学校教育和课程理论历史视角的反思,同时探讨如何将全纳教育置于这种被认为是全民教育的建设中。这是一部纪录片和书目研究,与讨论课程的作者进行对话,如Ribeiro (2017), Arroyo(2014)等。总之,很明显,由于课程思想和课程结构的不一致,值得对目前的提案进行反思,分析其基础和文件内容中隐藏的思想方面,这是公平、民主、全面的课程,并以包容性的公共教育政策为每个人服务。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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