A nova Base Nacional Comum Curricular do Ensino Médio: dilemas e perspectivas nas políticas de inclusão na rede federal de ensino

Abstract

This thesis dealt with the Inclusive Education Policies in the offer of Integrated Secondary Education of the Federal Institute of Education, Sciences and Technologies of Roraima-IFRR from the National Common Curricular Base of Secondary Education - BNCC-EM in motion by Law n.º 13.415/ 2017 – High School Counter-Reform Law. The objective of this research was to analyze, verify, know and discuss the implications of the changes in the educational policy of the new High School regarding the specific demands required by students with Disabilities, Pervasive Developmental Disorder - PDD and High Abilities/Giftedness, subjects of Education Special, because in the final text of the BNCC-EM there is no reference to Specialized Educational Assistance - AEE and the set of services intended to guarantee successful permanence in Integrated Secondary Education, much less guarantee that the 5th training itinerary can cover the specificities physical, cognitive, sensory and behavioral skills of these students. Understanding that the object of this research lies in educational public policies, the epistemology adopted was the Marxian dialectic (Marx, 2004;2006; 2017) and Historical-Critical Pedagogy (Saviani, 2004; 2011; 2015). Thus, the search for data collection took place through a bibliographical study, semi-structured interviews, document analysis of the Pedagogical Project of Integrated Secondary Education Courses - PPC, Institutional Pedagogical Project - PPI, Didactic Organization, Internal Regulations, Regulation Resolution of the Nucleus for Persons with Specific Needs – Napne, in addition to training meetings. The participant research was taken as a methodological procedure (Brandão, 1981, 1991). Through the theoretical framework, the Sections were organized according to the Thematic Units: Human Formation in Integrated Secondary Education; The Resumption of the Competence Model in the BNCC of the Secondary Education Counter-Reform and the Education of Students, Subjects of Special Education; The BNCC-EM and Its Questionable Concept of Education for All; Impacts on the Perspective of Inclusive Education in Federal Institutes. In the last section entitled “Scenes in Analysis”, it was demonstrated that there was no approximation to the elements and conception of the BNCC-EM in the reformulations of the PPCs of the Integrated High School courses of the IFRR, evidencing the Active Resistance of this institution to the neoliberal educational policy offered by the counter-reform of Teaching Average. However, with regard to Inclusive Education policies and the offer of AEE for students, subjects of Special Education, neither the PPCs nor the other institutional documents guarantee this offer, weakening the Integral Human Formation and the conception of Professional Education and Technological for these students, characterizing an exclusion within the proposal of inclusive education, therefore a contradiction.