Acessibilidade curricular para estudantes com deficiência: contextualização e reflexões com base na legislação brasileira (1988-2020)

Abstract

Special Education remained, for a long time, in segregated spaces, constituted by special classes or schools. After the enactment of the 1988 Federal Constitution, public policies for school inclusion were strengthened. Guidance on adaptation, adequacy and curriculum flexibility started to appear in official documents. Recently, curricular modifications have been discussed as an alternative for promoting access to the curriculum. Considering this context, a documentary research was carried out with the objective of discussing the guidelines provided for in the Brazilian legislation of the period 1988-2020 regarding curricular accessibility for students with disabilities and its implications in educational public policies. The partial results demonstrate that the curricular guidelines indicated in the official documents seek to guarantee school inclusion. However, the concepts related to curricular accessibility need a more precise definition to be used in the school context. The advance in the indication of terminologies represents progress in curriculum policies for students with disabilities, mainly by envisioning possibilities of working with a common curriculum for all students in regular school.