THE TEACHER-RESEARCHER AS AN AGENT OF TRANSFORMATION IN SPECIAL EDUCATION

Abstract

This article explores the central role of the teacher-researcher as a catalyst for transformation in special education, highlighting how the integration between pedagogical practice and scientific research contributes to the development of more inclusive and effective educational practices. It aims to analyze the impact of the teacher-researcher's investigative stance as an agent of transformation in special education, investigating how the integration of teaching and research contributes to more inclusive, equitable, and effective pedagogical practices. The methodology, through a literature review and qualitative approach, reveals that continuing education focused on research, associated with critical reflection on teaching practice, expands the transformative potential of the educator. The results indicate that teachers engaged in investigating their own practices create significant advances in pedagogical innovation, in the production of contextualized scientific knowledge, and in the effective implementation of school inclusion. It concludes that investing in the training of teacher-researchers is an indispensable measure for the progress of special education from an inclusive perspective.