A mutabilidade das terminologias de Educação Especial Inclusiva na legislação do Estado do Paraná a partir de 2001

Abstract

This research problematizes the mutability of concepts linked to the area of Inclusive Special Education in the educational legislation of the State of Paraná, in the period after 2001, making a comparison with the main definitions at national level. To do this, we built a discussion around special education policies and the different uses of terms in different contexts, and based ourselves on authors such as: Bueno (2008), Oliveira (2004), Shiroma (2001), Leher (2009), Garcia (2009) and Fairclough (2016). The choice of documents was based on Garcia's (2004) conceptualization and included Deliberation n. 2 (Paraná, 2003), Special Education Curriculum Guidelines for the Construction of Inclusive Curricula (Paraná, 2006), Resolution 3.600 (Paraná, 2011), Deliberation n. 02/2016 (Paraná, 2016). The analysis and collation of the documents led to an understanding that the terminologies used remain the same, but there is a conceptual transience in their functions and, at the same time, there is a focus on the instrumental functions of each term, leaving gaps in their epistemological definitions.