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This work discusses the challenges and possibilities in ensuring equal opportunities and curricular justice for deaf students. We begin our text by presenting an experience report of a school situation, involving a deaf student with a possible diagnosis of autism spectrum disorder. Next, we discuss the inclusion process, educational policies and pedagogical and curricular practices at the school aimed at deaf students. Finally, we seek to define the concept of curricular justice, as a possible horizon in deaf education. Our results point to the need to guarantee the linguistic rights of deaf students, as an essential condition for offering opportunities for participation, learning and curricular accessibility. [ABSTRACT FROM AUTHOR]

This article aims to present and discuss the concept of global citizenship. Our central problem is to reflect on the possibilities for the construction of Education for Global Citizenship (ECG) in the Brazilian context, establishing a relationship with the curricular debates, notably those that concern the Common National Curricular Base (BNCC) and the Common National Base for Initial Training for Basic Education Teachers (BNC-Training). In addition, to put the training contexts on the scene, we will present an exploratory study carried out with students from higher education, from different institutions in Brazil, whose objective was to know what students think about the process of education for global citizenship. The concept of education for global citizenship appears prominently in the 2030 educational agenda and in the Sustainable Development Goals (UNESCO, 2015), so that the implementation of the ECG pervades all levels of the educational system. If this idea appears in continuity with the guidelines promoted by international organizations, it is nevertheless contested and difficult to operate in national education systems. In addition to what is present in the official documents, it is fundamental to question how the curricula practiced in the courses in the areas already mentioned contribute (or not) to the understanding of what global citizenship is, with possibilities of building and reframing the concept of citizenship, aiming to expand it. it, from a critical perspective, encompassing aspects that go beyond overcoming intolerance and building a more solidary global thinking. [ABSTRACT FROM AUTHOR]

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Planning Strategies for Inclusion in Education: challenges for discussion. The present paper aims to analyze the continued education process of teachers who work at the Special Education Sector of Rio de Janeiro state, Brazil. On the basis of what we have named an omnilectical perspective of analysis, we analyze the planning of educational activities that aim to dislocate our standpoints from the disability to the students' potentials. Methodologically, we conducted group interviews during 2012 and a 60-hour Continued Education Cycle in 2013. The results point to the importance of pedagogic planning as an investigation/action process that calls for the participation of school subjects in both reflecting about and transforming school reality. [ABSTRACT FROM AUTHOR]