<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-2582</journal-id>
<journal-title><![CDATA[Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Porto Alegre]]></abbrev-journal-title>
<issn>1981-2582</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Rio Grande do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-25822019000200351</article-id>
<article-id pub-id-type="doi">10.15448/1981-2582.2019.2.27599</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Base Nacional Comum Curricular: tensões que atravessam a Educação Básica e a Educação Especial]]></article-title>
<article-title xml:lang="en"><![CDATA[National Common Curricular Core: tensions through Basic Education and Special Education]]></article-title>
<article-title xml:lang="es"><![CDATA[Base Nacional Común Curricular: tensiones que atravesa la Educación Básica y la Educación Especial]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vieira]]></surname>
<given-names><![CDATA[Alexandro Braga]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernandez-Piloto]]></surname>
<given-names><![CDATA[Sumika Soares de Freitas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramos]]></surname>
<given-names><![CDATA[Ines de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Espírito Santo  ]]></institution>
<addr-line><![CDATA[Vitória ES]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Secretaria Municipal de Educação  ]]></institution>
<addr-line><![CDATA[Vitória ES]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2019</year>
</pub-date>
<volume>42</volume>
<numero>2</numero>
<fpage>351</fpage>
<lpage>360</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-25822019000200351&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-25822019000200351&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-25822019000200351&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo discutem-se as tensões produzidas a partir de uma leitura crítica da Base Nacional Comum Curricular. Na primeira parte, problematizam-se ressalvas quanto à composição de currículos mínimos que dificultam que sistemas de ensino, escolas, professores e alunos estabeleçam redes de significação entre os vários conhecimentos existentes, empobrecendo o ato educativo. Além disso, tensionam-se as influências das agências internacionais, nacionais e das avaliações de larga escala que, em nome do ensino de qualidade, promovem processos de exclusão de múltiplos grupos sociais nos currículos escolares. Na segunda parte, relacionamos esse cenário aos pressupostos da educação especial, para promover linhas de análises sobre como propostas curriculares enrijecidas fortalecem a defesa da flexibilização curricular, do aumento de alunos com rótulos de deficiências e da ideia de que é preciso somente pensar nas especificidades de aprendizagem, apartadas do acesso à cultura.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Discute tensiones producidas a partir de una lectura crítica de la Basis Nacional Comun Curricular. Primer el texto, problematiza la composición de currículos mínimos que dificultan los sistemas de enseñanza, escuelas, profesores y alunos, una vez que se establece redes de significación entre los vários conocimientos existentes, empobreciendo el acto educativo. Además de eso, se tensiona las influencias de las agencias internacionales, nacionales y de las evaluaciones de larga escala, que en nonbre del enseñanza de calidad promueven procesos de exclusión de múltiples grupos sociales en los currículos escolares. En la segunda parte, relacionamos ese escenário a los presupuestos de la educación especial, para se promover líneas de análisis sobre como propuestas curriculares rígidas fortalecen la defesa de la flexibilización curricular, del aumento de los alumnos con rotulaciones de discapacidad y de la ideia de que es necesario pensar en las especificidades de aprendizaje, apartados del aceso a la cultura.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[BNCC]]></kwd>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[BNCC]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="es"><![CDATA[Curriculum]]></kwd>
<kwd lng="es"><![CDATA[BNCC]]></kwd>
<kwd lng="es"><![CDATA[Educación Especial]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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