Dialogging with the Normative Documents of Education in Portugal and Brazil from an inclusive perspective

Abstract

Abstract: The normative document on Portuguese education is entitled: Profile of students leaving compulsory schooling, and the that of Brazilian education is known as the National Common Curricular Base. A documentary research was carried out on these  documents with a focus on the inclusive perspective of both, and after the qualitative reading, the intentionality, the legal frameworks and a comparison between the educational laws were pointed out. These education documents in Portugal and Brazil respectively, have the claim and are based on the  global and local agenda of inclusion, social justice, equality, respect for diversity, among other values pursued by intergovernmental organizations and nation states. This article proposes a brief dialogue between such documents in an inclusive perspective and a brief reflection on the letter of norms and inclusion practices. Historically situating these documents and bringing to our reflection the pedagogical practices and the possibilities of concreteness of such pretensions, and mainly pointing out ways to overcome educational documents that do not reach the classroom, and that mainly, the relationship of these documents from different countries is significant for the learning and improvement of the educational process of both nations.