<?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>1984-686X</journal-id>
<journal-title><![CDATA[Revista Educação Especial (Online)]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Educ. Espec.]]></abbrev-journal-title>
<issn>1984-686X</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-686X2023000100206</article-id>
<article-id pub-id-type="doi">10.5902/1984686x70910</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Cadê a inclusão das pessoas com deficiência na BNCC? A exclusão comeu!]]></article-title>
<article-title xml:lang="en"><![CDATA[Where is the inclusion of people with disabilities in the BNCC? Exclusion has eaten it!]]></article-title>
<article-title xml:lang="es"><![CDATA[¿Dónde está la inclusión de las personas con discapacidad en la BNCC?¡La exclusión ha comido!]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[de Paoli]]></surname>
<given-names><![CDATA[Joanna]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guedes Santos Lima]]></surname>
<given-names><![CDATA[Loyane]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[de Lourdes Dias Rodrigues]]></surname>
<given-names><![CDATA[Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernandes Lootens Machado]]></surname>
<given-names><![CDATA[Patrícia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Secretaria de Educação do Distrito Federal  ]]></institution>
<addr-line><![CDATA[Brasília DF]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Secretaria de Educação do Distrito Federal  ]]></institution>
<addr-line><![CDATA[Brasília DF]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Secretaria de Educação do Distrito Federal  ]]></institution>
<addr-line><![CDATA[Brasília DF]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[Brasília DF]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>36</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-686X2023000100206&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-686X2023000100206&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-686X2023000100206&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Em pesquisa na Base Nacional Comum Curricular (2018), BNCC, investigamos mediações com o público da Educação Especial, as pessoas com deficiência, em uma perspectiva histórico-cultural. Os dados foram escassos e, portanto, buscamos nos descritores de inclusão e diversidade possibilidades de reflexões, instrumentos e estratégias que favorecessem a discussão das particularidades das pessoas com deficiência no documento orientador mais recente da educação básica brasileira. No processo metodológico, categorizamos esses descritores para a análise documental voltada à educação das infâncias. Identificamos que o documento não apresentou posicionamento nem orientações sobre a inclusão escolar das deficiências, ou a interseccionalidade com outras singularidades marginalizadas. A BNCC foi moldada à formação do desenvolvimento psicofisiológico típico e hegemônico. Para uma perspectiva diversa, pode-se inferir, que os(as) profissionais da educação não devem se orientar exclusivamente pelo documento em função das ausências assinaladas. Sendo assim, o trabalho pedagógico precisa colocar em tela discussões e práticas que contemplem a inclusão das pessoas com deficiência com vias à emancipação humana.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In research on the Base Nacional Comum Curricular (2018), BNCC, we investigated mediations with the Special Education public for people with disabilities in a historical-cultural perspective. Data were scarce, therefore, we sought instruments, strategies and possibilities for reflection that favor the discussion of the particularities of people with disabilities in the descriptors of inclusion and diversity. In the methodological process we categorized these descriptors for the documental analysis focused on childhood education. We identified that the document did not show positioning and guidelines on the school inclusion of disabilities or intersectionality with other marginalized singularities. The BNCC was shaped to form the typical and hegemonic psychophysiological development. From a diversity perspective, it can be inferred that the education professionals should not be guided exclusively by that document due to the absences noted. Therefore, the pedagogical work needs to bring up discussions and practices that address the inclusion of people with disabilities in paths to human emancipation.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En investigación en la Base Nacional Comum Curricular (2018), BNCC, hemos investigado mediaciones con el público de la Educación Especial, las personas con discapacidad, en una perspectiva histórico-cultural. Los datos fueron escasos y, por lo tanto, hemos buscado en los descriptores de inclusión y diversidad posibilidades de reflexionar, instrumentos y estrategias que favoreciesen la discusión de las particularidades de las personas con discapacidad. En el proceso metodológico, hemos categorizado esos descriptores para el análisis documental direccionada para la educación de las infancias. Hemos Identificado que el documento no presenta posicionamiento y orientaciones sobre la inclusión escolar de las discapacidades, o interseccionalidad con otras singularidades marginadas. La BNCC fue moldeada para la formación del desarrollo psicofisiológico típico y hegemónico. Desde una perspectiva de diversidad, se puede inferir que los (las) profesionales de la educación no se deben orientar exclusivamente por el documento debido a las ausencias constatadas. Por lo tanto, el trabajo pedagógico necesita poner en evidencia discusiones y prácticas que contemplen la inclusión de las personas con discapacidad con el objetivo de la emancipación humana.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Deficiência]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão]]></kwd>
<kwd lng="pt"><![CDATA[BNCC]]></kwd>
<kwd lng="en"><![CDATA[Inclusion]]></kwd>
<kwd lng="en"><![CDATA[CNCB]]></kwd>
<kwd lng="es"><![CDATA[Discapacidad]]></kwd>
<kwd lng="es"><![CDATA[Inclusión]]></kwd>
<kwd lng="es"><![CDATA[BNCC]]></kwd>
</kwd-group>
</article-meta>
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