Law No. 13,409 is published, which amends the previous one, including people with disabilities among their guardians. The dropout rate of these people in higher education is 27% (Inep, 2016). The UN Declaration on human rights education and training (2012) presents the constitutive frameworks of education (accessibility, acceptability, availability, adaptability). The research hypothesis is that the CCJS / UFCG has not guided its inclusive education in these constitutive milestones and this is one of the causes for students with disabilities to have difficulties in staying in their respective courses. The Comprehensive Interview (Kaufmann, 2013) will be used as a data collection instrument, not yet applied in the field, due to the suspension of face-to-face classes, in view of the worsening of the covid-19 pandemic and the initial phase of the research.
This study aims to foment reflections on School Education and the historical perspective of curriculum theories, within the institutions, having the Common National Curriculum Base (BNCC) as one of the references, while asking how Inclusive Education is placed in this construction that is thought of as an education for all. This is a documentary and bibliographic research that dialogues with authors who discuss the curriculum such as Ribeiro (2017), Arroyo (2014), among others. In conclusion, it was evident that it is worth reflecting on the current proposal of the BNCC, analyzing its foundations and the ideological aspects hidden in the content of the document, due to inconsistencies regarding the curricular thinking and its structuring for a curriculum that is fair, democratic, comprehensive and that serves everyone with inclusive public educational policies.
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