Reflections on teacher training for inclusive and special education in initial teacher training narratives

Abstract

The text is the result of a narrative research carried out with 06 (six) students of the Pedagogy course at a private Higher Education Institution located in the city of Buriticupu-MA, developed in the context of the guidelines for the Course Conclusion Work (TCC). The objective was to reflect on the weaknesses of public educational policies and their implications for the initial and continuing training of teachers in inclusive education from the perspective of special education. This study is based on Moura and Nacarato (2017), Morais (2023; 2024), Gatti (2005; 2017), Schütze (2011), Nóvoa (2010), Imbernón (2009) among other authors. The methodology used had a qualitative focus and involved the use of narrative writing, logbook and focus group. The results highlighted the relevance of narratives in the construction of teaching identity and in the process of elaborating educational knowledge. The narratives allowed participants to reflect on their practices and concepts, and to question the challenges and gaps present in initial and continuing education, especially in the field of inclusive education. In addition, the study brought to light the urgent need to reevaluate the curricular structure of Pedagogy courses, expanding the space for discussions on inclusion and special education.