Resumen

VIEIRA, Alexandro Braga; HERNANDEZ-PILOTO, Sumika Soares de Freitas  y  RAMOS, Ines de Oliveira. National Common Curricular Core: tensions through Basic Education and Special Education. Educação. Porto Alegre [online]. 2019, vol.42, n.2, pp.351-360.  Epub 21-Ene-2020. ISSN 1981-2582.  https://doi.org/10.15448/1981-2582.2019.2.27599.

Discuss tensions produced from a critical reading of the National Curricular Common Base in Brazil. In the first part, reservations about the composition of minimum curricula that make it difficult for education systems, schools, teachers and students to establish networks of meaning between the various existing knowledge, impoverishing the educational act. In addition, the influences of international and national agencies and of large-scale evaluations that, in the name of quality education, promote processes of exclusion of multiple social groups in school curricula are stressed. In the second part, we relate this scenario to the assumptions of special education, to promote lines of analysis about how rigid curricular proposals strengthen the defense of curricular flexibility, the increase of students with labels of deficiencies and the idea that it is necessary Only to think about specificities learning, away from access to culture.

Palabras clave : Curriculum; BNCC; Special Education.

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