The inclusive perspective from the (auto)biographical perspective of a teacher with visual impairment

Abstract

This article seeks to understand the life trajectory and teaching performance of a visually impaired teacher in the public school system of Ceará, analyzing challenges faced, pedagogical practices and inclusion in the school environment. It is justified by the importance of giving visibility to the experiences of teachers with disabilities, contributing to debates on inclusive education. The research is based on authors such as Diniz (2012), who discusses the social model of disability, and Sassaki (1997), who emphasizes the need for adaptations for inclusion. The methodology is qualitative, with an (auto)biographical approach, and uses a semi-structured interview as a data collection instrument. The results reveal significant barriers, such as the lack of technological resources and episodes of ableism. However, the teacher demonstrated resilience in developing adaptive pedagogical strategies, such as paragraphed reading and detailed planning for field activities, in addition to having the support of monitors and colleagues. It is concluded that teacher inclusion requires continuous actions to eliminate barriers and promote accessibility, including investments in assistive technologies and cultural changes. The teacher's narratives highlight the transformative role of inclusive practices, offering contributions to a more equitable and humanized education.