Inclusão escolar e nomenclaturas para pessoas com deficiência: algumas reflexões com professores de Damolândia/GO

Abstract

In this article, we present a study on the use of nomenclatures attributed to people with disabilities over the years in the Brazilian educational context. We intend to discuss the conceptions of professionals involved in inclusive education when adopting certain lexical terms. To do so, we seek theoretical support in Mantoan (2003), Skliar (2003; 2006), Jannuzzi (2004), Sassaki (2005), Reis (2006; 2013), Vieira (2013), Santos and Reis (2016), among others. To carry out the study, the qualitative investigative methodology was used, based on Gil (2002) and Silveira and Córdova (2009). The research data was obtained through questionnaires and interviews with teachers from the city of Damolândia, in the State of Goiás. The results of this study reveal that, in the researched context, despite the inclusion principles having led to the creation of several laws and decrees, it is still necessary to reflect a lot on the theme. In this sense, the need for public policies that aim to give new dynamics to the current incluse educational discourses and practices present.