Prescribed curriculum for inclusive education: curriculum proposal and inclusion of students with visual impairments

Abstract

This paper refers to a master thesis that aimed to investigate how the special educational needs of students with visual impairments were addressed in the curriculum and worked in a regular classroom at a municipal school of Belo Horizonte, whose pedagogical proposal was advertised as inclusive. To this article will be presented the analysis of the prescribed curriculum of the investigated school, identifying how this school addresses the issue inclusion in its official documents, and explaining how these documents define the principles of inclusive education and special educational needs of students enrolled in that school. Knowing the importance of curriculum in the educational process, and that its reformulation is the key to inclusion, the research has developed around the implications of the curriculum in the educational process of students with visual impairments. For this study, we sought an approach between theories of curriculum and the principles of inclusion, in order to check the convergence of their discourses and the representations that are entangled in the curriculum discourse of the investigated school , from the propositions that took visibility in the speeches of inclusive education, listed in the institutional documents of that school.