Resumo

NETA, Adelaide de Sousa Oliveira; SANTOS, Geandra Cláudia Silva  e  FALCAO, Giovana Maria Belém. BNC-FORMAÇÃO AND SPECIAL-NEEDS EDUCATION: fadings and withdrawals in inclusive perspective. Revista Teias [online]. 2023, vol.24, n.73, pp.31-44.  Epub 24-Ago-2023. ISSN 1982-0305.  https://doi.org/10.12957/teias.2023.74247.

Education is a field that is disputed by different perspectives; therefore, it suffers interference from different reeditions that aim at maintaining and expanding the hegemony of those who are in control of the state apparatus at the moment. The elaboration of Base Nacional Comum da Formação de Professores da educação básica (BNC-Formação) can be displayed as an example. This paper aims at reflecting on the training of beginner teachers to work with special-need-education students from an inclusive perspective within the scope of BNC-Formação and its links with the ongoing regressive political agenda in Brazil. The research is theoretical and supported by the analysis of documents; the analytical approach covered the study of BNC-Formação in articulation with Base Nacional Comum Curricular (BNCC) and Decree n. 10.502/2022. The results show that the unrestricted connection between BNC-Formação and BNCC as well as the ratification of an educational approach based on constructivism and pragmatism as guideline for the initial training of teachers generate the standardization of the curricular organization which, in turn, disregards the inherent uniqueness of individuals and the constitutive diversity of the educational process. As a result, barriers are deepened into the construction of an inclusive special-needs education that requires articulation and commitment from the diversity of school segments involved.

Palavras-chave : training of beginner teacher; special-needs education; inclusion.

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