Inclusive special education: teacher narrative

Abstract

The text reflects the challenges in promoting inclusive special education, grounded in (auto)biographical narratives as a source and qualitative research method in the educational field. It employs the narrative interview to understand, through life experiences, the historical and current challenges faced by teachers in proposing meaningful educational practices between the ideal and the possible within the classroom context, especially in Specialized Educational Assistance (SEA). The objectives are to identify the challenges experienced by the teacher in including students with disabilities and the strategies employed to promote an inclusive learning environment, as well as to investigate the contribution of her reflections and life history to the development of pedagogical practice and the construction of professional identity. The results highlight the lack of continuing education, limited institutional support, and scarcity of resources, emphasizing that the teacher’s personal trajectory marked by empathy and sensitivity strengthened her inclusive practice.