DISCUTINDO A BASE NACIONAL COMUM CURRICULAR BRASILEIRA: uma análise sobre Educação Inclusiva no ensino de Ciências da Natureza

Abstract

The National Common Curricular Base (BNCC/Brazilian abbreviation) brought several challenges in the field of education, especially in Special Education because there are few mentions about it, leading to think that the BNCC, aimed at all students, rejected People with Disabilities, Global Developmental Delays (GDD), and High Abilities/Giftedness. When it comes to science education, the challenges increase since the reform of high school put together the subjects Chemistry, Physics, and Biology in a single formative program, which may lead to learning deficits for students with or without special educational needs. So, this study proposed a bibliographic qualitative and quantitative review about the document to obtain the global aspect of the course of Inclusive Education in Brazil and the possible implications in science teaching. The results of this research make explicit that the BNCC neglected the Special Education modality since our analyzes confirm its exclusion in the final version of the document. Furthermore, studies on the interfaces related to Natural Sciences, Special Education, and BNCC are scarce, calling on professionals in the area to seek inclusive practices to reduce the impact of the document on their students' academic path.