THE EDUCATIONAL PURPOSES IMPLIED IN THE OPERATIONAL GUIDELINES IN THE INCLUSIVE PERSPECTIVE

The article presents the school educational purposes implicit in Operational Guidelines from an inclusive perspective. constant evolution, social reality and curricular transformations was studied perspective of different authors publications. Constructivism attribution management process to State were also considered. In dimension pedagogical practice, authority, values citizenship, FEE are indicators as a philosophical evaluative orientation. Social public policies contemplation diversity, inclusion multiple cultural identities addressed. DC-GO contains contents be worked on unit, considering local reality. Therefore, objective analyze perspective, contemplating education network. And, conceptualize LDB/96; identify its characteristics context DC-GO; list provisions pedagogy possibilities within teaching-learning process. systematic literature review methodology based scholars such Libâneo, Lenoir, Tiballi, Freitas, Mantoan Callas, among others. Findings: multifactorial character problems marked by old paradigms, divergent concepts function propositions policies. It concluded that demand adaptations cohesion formulation Integrating students with special needs requires reorganization school, attentive legislation. A critical teaching attitude is expected resulting collective effort aimed at integral development student through reflective practices face real needs.