Abstract

OLIVEIRA, Cíntia Rochele Alves de  and  MELLO, Elena Maria Billig. Recontextualization of the Text of the Policy for the Inclusion of Students with Disabilities: the (Dis)Paths of Inclusive Education. Rev. bras. educ. espec. [online]. 2024, vol.30, e0061.  Epub Apr 14, 2024. ISSN 1980-5470.  https://doi.org/10.1590/1980-54702024v30e0061.

In this work, it was sought to discuss the recontextualization of the political discourse of inclusion in the educational context, based on the Decree nº 10,502/2020 and the Brazilian Common Core State Standards (known by the acronym BNCC), with approaches to Bernstein’s theory. It is qualitative documentary research analyzed through the content analysis described by Bardin. The results highlight the erasure of the word “inclusion” and the lack of provision regarding the provision of accessibility. It is understood that this evidence allows the understanding of a distance between curriculum, planning, pedagogical practices and inclusive education with regard to the diversities found in the school context, a connection evidenced by Decree nº 10,502/2020. It is noteworthy that the Decree was judged as a Direct Action of Unconstitutionality for violating constitutional articles by allowing the segregation of people with disabilities, leading to its repeal on January 1st, 2023. Based on this study, it is concluded that both the BNCC and the aforementioned Decree have their paths marked by the field of recontextualization, according to Bernstein’s theory, which shows how the distribution of power in society and its principles of social control can affect the political text produced and its reproduction in the school context.

Keywords : Recontextualization; BNCC; Decree 10,502/2020; Special Education; Inclusive education.

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