Inclusão da criança com deficiência na educação infantil: uma análise da Base Nacional Comum Curricular

Abstract

In Brazil, studies and legislation have been defending the consolidation of an inclusive education, whose objective is to promote the integral development of all students. In this scenario, early childhood education, as the first stage of basic education, emerges with specific demands for working with children with disabilities. Considering these assumptions, we understand that the national laws that guide this educational stage, such as the Common National Curriculum Base (BNCC), play a major role in the process of building day care centers and inclusive preschools. Thus, this research aimed to investigate whether and how the inclusion of children with disabilities in early childhood education is contemplated in the three versions of the BNCC. For this, a qualitative documentary research was conducted, in dialogue with the theoretical-methodological assumptions of the historical-cultural approach, which analyzed the three versions of the BNCC published, respectively, in 2015, 2016 and 2017, on the Ministry's website. of Education in Brazil. The results of this research point to the absence of a specific standardization in the BNCC that includes the inclusion of children with disabilities in early childhood education, besides the suppression, in the third version of the document, of a specific discussion about Special Education in the Inclusive Perspective, present in the versions. that preceded it. Given these results, and understanding that these absences may contribute to exclusionary practices, we propose debates, between schools and government institutions, on Brazilian educational public policies that include the inclusion of children with disabilities in early childhood education, in order to contribute to the construction curricula, pedagogical practices and inclusive legislation.