THE INTEGRATION OF THE BNCC INTO THE PEDAGOGICAL POLITICAL PROJECT: CHALLENGES AND PERSPECTIVES IN THE CONSTRUCTION OF A CONTEXTUALISED AND INCLUSIVE EDUCATION

Abstract

The research examined the challenges and strategies related to integrating the National Common Curricular Base (BNCC) into the Political Pedagogical Project (PPP), focusing on promoting inclusive education adapted to the diverse realities of Brazilian schools. The primary objective was to investigate how these instruments can be aligned to ensure meaningful learning while addressing normative and local demands. The methodology employed a deductive, descriptive, and exploratory approach, including a bibliographic review of the theoretical and practical foundations supporting the BNCC and PPP. The analysis revealed obstacles such as insufficient teacher training, limited resources, and difficulties in adapting curricula to cultural and regional diversity. Successful pedagogical practices were identified, demonstrating the feasibility of overcoming these challenges through collaborative strategies such as continuous teacher development, democratic management, and participatory methodologies in the PPP’s construction. It was found that the PPP is a crucial tool for contextualising BNCC guidelines, strengthening the connection between schools and their communities. The research concluded that effectively aligning the BNCC and PPP requires strategic planning, active participation from all school agents, and investments in public policies that promote equity and pedagogical innovation.