<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052023000200031</article-id>
<article-id pub-id-type="doi">10.12957/teias.2023.74247</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[BNC-FORMAÇÃO E EDUCAÇÃO ESPECIAL: apagamentos e retrocessos na perspectiva inclusiva]]></article-title>
<article-title xml:lang="en"><![CDATA[BNC-FORMAÇÃO AND SPECIAL-NEEDS EDUCATION: fadings and withdrawals in inclusive perspective]]></article-title>
<article-title xml:lang="es"><![CDATA[BNC-FORMAÇÃO Y EDUCACIÓN PARA NECESIDADES ESPECIALES: desvanecimientos y retiros en la perspectiva inclusiva]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Neta]]></surname>
<given-names><![CDATA[Adelaide de Sousa Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Geandra Cláudia Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Falcão]]></surname>
<given-names><![CDATA[Giovana Maria Belém]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Prefeitura Municipal de Fortaleza/CE  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual do Ceará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual do Ceará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<volume>24</volume>
<numero>73</numero>
<fpage>31</fpage>
<lpage>44</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052023000200031&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052023000200031&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052023000200031&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A educação como campo de disputas sofre a interferência de diferentes reformas que visam manter e ampliar o controle da classe hegemônica, a exemplo da elaboração de documentos norteadores como a Base Nacional Comum da Formação de professores da educação básica (BNC-Formação). O artigo objetiva refletir sobre a formação inicial de professores para atuar com estudantes da educação especial em uma perspectiva inclusiva no âmbito da BNC-Formação e suas relações com a agenda política regressiva em curso no Brasil. Trata-se de uma pesquisa de natureza teórica, com apoio na análise documental, cujo tratamento analítico abrangeu a análise da BNC-Formação em articulação com a Base Nacional Comum Curricular (BNCC) e o Decreto n. 10.502/2022. Os resultados mostram que a vinculação irrestrita da BNC-Formação à BNCC e a ratificação da pedagogia das competências como orientação à formação inicial de professores geram a padronização da organização curricular que desconsidera a singularidade inerente aos indivíduos e à diversidade constitutiva do processo educativo. Isso resulta no aprofundamento das barreiras à construção de uma educação especial inclusiva que requer articulação e assunção conjunta dos vários segmentos escolares envolvidos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La educación es un campo que se disputa desde diferentes perspectivas y sufre la interferencia de diferentes reediciones que apuntan a mantener y ampliar el poder de la clase que detiene la hegemonía del aparato estatal. Un ejemplo es la elaboración de documentos como la Base Nacional Comum da Formação de professores da educação básica (BNC-Formação). Este artículo tiene como objetivo reflexionar sobre la formación de maestros principiantes para trabajar con estudiantes de educación especial desde una perspectiva inclusiva en el ámbito de BNC-Formação y sus vínculos con la agenda política regresiva en curso en Brasil. La investigación es teórica y se sustenta en el análisis de documentos; el abordaje analítico abarcó el estudio de BNC-Formação en articulación con la Base Nacional Comum Curricular (BNCC) y el Decreto n. 10.502/2022. Los resultados muestran que la conexión irrestricta entre BNC-Formação y BNCC, así como la ratificación de un enfoque educativo basado en el constructivismo y el pragmatismo como guía para la formación inicial de los docentes, generan la estandarización de la organización curricular que, por su vez, ignora las singularidades proprias de los individuos y la diversidad constitutiva del proceso educativo. El resultado es un profundizado de las barreras en la construcción de una educación especial inclusiva que requiere articulación y compromiso de la diversidad de segmentos escolares involucrados.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação inicial de professores]]></kwd>
<kwd lng="pt"><![CDATA[educação especial]]></kwd>
<kwd lng="pt"><![CDATA[inclusão]]></kwd>
<kwd lng="en"><![CDATA[training of beginner teacher]]></kwd>
<kwd lng="en"><![CDATA[special-needs education]]></kwd>
<kwd lng="en"><![CDATA[inclusion]]></kwd>
<kwd lng="es"><![CDATA[formación inicial del maestro]]></kwd>
<kwd lng="es"><![CDATA[educación para necesidades especiales]]></kwd>
<kwd lng="es"><![CDATA[inclusión]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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