REFLECTIONS ON TRAINING AND IDENTITY OF THE SPECIAL EDUCATION TEACHER WORKING IN THE INDIGENOUS SCHOOL

Abstract

This reflective study comes from an academic work associated to the postgraduate program in education with the line of research on intercultural education. Its investigative question was: How is the professional identity of the teacher who works in Special Education in the indigenous school in Roraima constituted? In this clipping, we aim to reflect on the different views of identity discussed in the bibliographic research and some results of the field research that attempt to understand how the formation process of the special education professional who works in the indigenous context happens, mediated by the State Department of Education - SEED/RR, via DIEE - Division of Special Education and two Public Institutions through the analysis of Pedagogical Projects. From a qualitative approach, bibliographic, documentary and fieldwork were used through semi-structured interviews. The main argument of this study is the assertion that experiential knowledge, grounded in the ethnic identity of each teacher, produced and reflected in initial and continuing training courses to operate in Special Education - regarding the practice of Inclusive Education - are groundwork to make it re-signified as an essential constitution part of this professional's identity. However, the training provided by the responsible sectors is still inconsistent for acting in this field.