O direito de aprender dos estudantes com deficiência a partir da base nacional comum curricular: repercussões no contexto do Ifes
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Data
2025-12-11
Autores
Almeida, Georgia Bulian Souza
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Universidade Federal do Espírito Santo
Resumo
This dissertation aims to analyze the repercussions of the Brazilian National Common Core Curriculum (Base Nacional Comum Curricular – BNCC) on the right to learn of students with disabilities enrolled in Technical Courses in Mechanics integrated with Upper Secondary Education at the Federal Institute of Espírito Santo (Ifes). The research problem is grounded in the need to understand how special education policies have been structured within these programs following the Upper Secondary Education reform and the implementation of the BNCC, as well as to examine their implications for the right to education for all students. The study is theoretically grounded in the contributions of Antonio Gramsci, incorporating convergent perspectives articulated by Demerval Saviani and Karl Marx. Methodologically, this is a case study that employs documentary analysis supported by categorical content analysis. The research process involved the collection and subsequent examination of documents. Considering the delimitation of the research field, the analysis encompassed federal legislation concerning the rights of persons with disabilities, internal regulations of the Federal Institute of Espírito Santo (Ifes), pedagogical projects of the Technical Course in Mechanics integrated with Upper Secondary Education offered at the Aracruz, Guarapari, São Mateus, and Vitória campuses, as well as other institutional documents published before and after the implementation of the BNCC (2022). In addition, searches were conducted on institutional websites to identify legislation and other official documents related to the topic. The relevance of this research lies in addressing a recurring and fundamental issue by fostering critical reflection on the regulations applied to technical programs integrated with upper secondary education, with the aim of ensuring that the schooling of students with disabilities is fully and equitably realized. The findings indicate that, although federal legislation and Ifes institutional regulations formally recognize the right to education of students with disabilities, significant challenges persist in the effective implementation of these guidelines within Technical Courses in Mechanics integrated with Upper Secondary Education. Documentary analysis revealed gaps related to curricular structure, physical infrastructure, and the availability of specialized professionals across campuses, as well as issues concerning assessment and certification, among other aspects. These gaps highlight a mismatch between the educational reality experienced in these programs and the normative discourse prescribed by the BNCC. In this context, the BNCC, as the main regulatory reference for the curriculum and through its emphasis on competency-based education, not only fails to respond to the concrete conditions under which education is provided but also deepens historical contradictions, thereby contributing to the perpetuation of educational dualism. Given this scenario, there is a pressing need to examine the changes introduced in the pedagogical projects of the Technical Course in Mechanics integrated with Upper Secondary Education at Ifes, in order to assess whether— despite the normative impositions of the BNCC—the right to learn of students, particularly those with disabilities, has been equitably ensured, reaffirming the institutional commitment to integral education
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Base nacional comum curricular (BNCC) , Direito de aprender , Educação profissional e tecnológica