DOCÊNCIA NA EDUCAÇÃO ESPECIAL: NARRATIVAS DE UMA PROFESSORA PRINCIPIANTE

This paper presents considerations about a research in which we have sought to understand the constitution of being a female teacher in the field of Special Education based on the accounts of a beginning teacher. Thus, we have recurred to a theoretical framework that deals with teacher education in the perspective of inclusion, as well as the challenges arising from the moment one starts their career. The methodological toolkit has a qualitative nature with a descriptive/analytical approach. Data were collect by means of a script of narration in which the experiences of pedagogical practice in relation to the context of inclusion are discussed. The results indicate the need for  basic training in the perspective of how a professional will handle the reality of students who have some kind of special educational need, since the feelings that emerge in the start of a career may become a means of reflection for a formative model which includes this segment of professional education workers.