NARRATIVES OF TRAINING, (AUTO) BIOGRAPHY AND INCLUSION: EXPERIENCES OF TEACHERS AND STUDENTS IN HIGH SCHOOL

These narratives of education as expressed by teachers and students focused on career and experiences in school history with inclusion. Aims to understand actions that led to disruptions and changes in perspective of the construction of autonomy and independence of students with disabilities during their school experiences, seeking to show how the (auto) biographies are full of meaning and scale forming. Subjectivity occupies a central place to track the subject, the narrative of self and other, of caring for self and others. The approach works (auto) biography in order to explore aspects of memory and "I" of the teacher and student, making sense and constructing the other's place in your career training. Mantoan (2006), Passegi (2011), Souza (2003) and Bueno (1996) are the theoretical narratives of (auto) biographical and inclusion. Knowing, signifying and reframe pedagogical practices in relation to students with disabilities, through the narratives of teachers, helped confirm that secondary school teachers are building in the routine of the classroom with regard to compliance with the Special Education Policy perspective of Inclusive Education, and through the narratives of deaf students, presenting as it did the process of integration and retention in secondary school an inclusive perspective. At the same time brought subtleties pointed pedagogical challenges and opportunities to pursue the teaching profession and school experiences. These narratives were a provocative exercise our practices and classroom disruptions experience conservatism, and especially the exercise of the question the naturalization of the school space.