CURRICULAR POLICIES AND SPECIAL EDUCATION IN VOCATIONAL AND TECHNOLOGICAL EDUCATION (VTE): CHALLENGES TO INCLUSION, RETENTION, AND SUCCESS

Abstract

The transformations promoted by Brazilian curricular policies in recent decades have produced significant repercussions on the organization of Secondary Education and Vocational and Technological Education (VTE), especially after the implementation of the National Common Curricular Base and the reforms resulting from Law No. 13,415/2017 and its subsequent developments. In this context, it is necessary to problematize how these changes affect the right to education of students who are the target audience of Special Education, considering that educational inclusion is not restricted to access to the educational institution, but involves effective conditions for participation, learning, permanence and successful completion. This article aims to analyze the implications of contemporary curricular policies for the inclusion of students with disabilities in Vocational and Technological Education, considering the relationships among curricular flexibility, pedagogical practices, comprehensive education and the guarantee of the right to education. Methodologically, the study is characterized as qualitative bibliographic research, developed through the survey and analysis of scientific productions and documents related to the Secondary Education Reform, the BNCC, Vocational and Technological Education and Special Education from an inclusive perspective. The literature analysis reveals tensions between curricular flexibility and the perspective of comprehensive human formation historically defended in the field of VTE, as well as challenges related to teacher education, curricular accessibility, pedagogical practices and institutional conditions for the permanence of students with disabilities. It is concluded that effective inclusion in VTE requires curricular policies articulated with Special Education policies, so that access, participation, learning, permanence and successful completion constitute inseparable dimensions of the right to education.