SPECIAL EDUCATION POLICIES IN THE PERSPECTIVE OF INCLUSIVE EDUCATION IN BRAZIL: DISCUSSING THE CURRICULAR COMMON NATIONAL BASIS (BNCC)

Abstract

The purpose of this paper is to analyze how the approved versions of the BNCC for early childhood education and elementary school (2017) and high school (2018) in Brazil approach special educationin order toinquireinto some implications of this document for the realisation of special education policies in the perspective of inclusive education in the country. It is the results of a qualitative, bibliographical and documentary analysis research from the comparison of primary sources, national and international documents that approach the object analyzed.While defending respectfordifferences, theBNCC presents a very superficial approach to special education. This superficiality is analyzed from the current phase of flexible capital accumulation, state reform and the intensification of the role of private agents in the elaboration and implementation of social public policies. As a product of this social order, the BNCC expresses between the lines a market orientation that reproduces social inequalities, under which respect for differences does not go beyond the ideological character of discourse. The target audience of special education is not the focus of the market and therefore of BNCC. This implies little contribution from the BNCC to the achievement of inclusive special education.