CURRICULUM FLEXIBILITY IN BASIC EDUCATION SCHOOLS

Abstract

Curricular flexibility in Basic Education has consolidated itself as one of the main debates in the Brazilian educational context, especially after the approval of the National Common Curricular Base (BNCC) and the 2017 high school reform. The need to reconcile a mandatory common core with the recognition of local specificities and inclusive demands has become a challenge for schools, managers, and teachers. In this context, the present study aimed to analyze, through a literature review, the concepts, practices, and challenges related to curricular flexibility, considering its pedagogical, social, and organizational impacts. The research was developed through a bibliographic survey in national and international databases, covering publications between 2020 and 2025. Complete articles, books, and normative documents that directly addressed curricular flexibility were selected, while abstracts, opinion texts, and duplicate works were excluded. The results showed that curricular flexibility can promote more meaningful learning, reduce school dropout, enhance youth protagonism, and strengthen inclusion. They also indicated that the practice requires adaptation of methodologies, accessibility resources, and school autonomy. However, important challenges emerged, such as inequalities between school networks, insufficient infrastructure, lack of teacher training, and risks of curricular fragmentation. It is concluded that curricular flexibility constitutes an essential guideline for building a democratic and inclusive school, but its effectiveness depends on consistent public policies, structural investments, and the appreciation of education professionals.