A Base Nacional Comum Curricular, educação infantil e educação especial: uma perspectiva sobre a diferença das crianças.

• Ano de defesa: 2024
• Autor(a) principal: Silva, Déborah Maciel Vieira Cruz
• Orientador(a): Mendes, Enicéia Gonçalves
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação Especial - PPGEEs
• Palavras-chave em Português: Educação especial; Educação infantil; BNCC; Desenho universal para a aprendizagem (DUA)
• Palavras-chave em Inglês: Special education; Early childhood education; Universal design for learning (UDL)
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::CURRICULO
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/21298

In 2017 the consolidation of the National Common Curricular Base (NCCB) as a standard established guidelines for minimum content, in order to ensure that Basic Education, consisting of Early Childhood Education, Elementary Education and High School, directed in a unified manner to meet the national curricular objectives. In this scenario, curricular planning must be adapted according to the cultural, regional, institutional, group and individual characteristics of each location. Considering the Early Childhood Education stage (NCCB-ECE), we sought to analyze whether the description of the learning objectives favors the flexibility of the curriculum to serve students from the Special Education population. Do the behavioral representations defined by the learning and development objectives contemplate different student profiles and the multiple possibilities of performance? How can we contemplate the specific educational needs of some students? The main objective of this study was to develop a flexible use proposal for BNCC-EI to ensure curriculum access, participation, and learning for children within Special Education in regular schools. However, what should be done when universal proposals and naturalistic experiences are insufficient to meet the specific learning needs of some students? The specific objectives of this study were: to analyze how BNCC-EI addresses the specificities of Special Education students; to illustrate how to apply the principles of Universal Design for Learning (UDL) in the learning objectives of BNCC-EI as a means to respond to student diversity; and to propose an operational definition of BNCC-EI learning objectives in relation to the corresponding fields of experience when the systematization of teaching is necessary to accommodate children not adequately served by the universalist approach of UDL. This was a bibliographic and documentary study, and the results include analyses related to curriculum flexibility possibilities; an illustration of applying UDL principles through three lesson plans based on BNCC-EI learning and development objectives; a constitutive analysis of the fields of experience; and proposals for operationalizing objectives when necessary. This study seeks to contribute to Early Childhood Education by offering educators pathways to respond to young children with specific learning needs in inclusive daycare centers and preschools.