Voices of silence: a critical-reflexive education for treachers of autistic students

Abstract

The main objective of this research was the analysis of a formation process for teachers of autistic students intended to bring to these professionals a reflective-critic position through the appropriation of knowledges and competencies targeted to the characteristics of these special-needs students. The action-research and participant observation procedures were the methodological approaches used and the data collection was done in a descriptive fashion. We have adopted Donald A. Schön, Pimenta and Contreras theories about the use of reflection in the formation professional groups, which were articulated with information about the new inclusion policies on public education. Our conclusion is based on what we believe are success indicators of this reflective-critic teachers formation approach. The participants expressed their personal and professional evolution process and the possibilities of reflection about their behavior as teachers of students deserving special educational needs, leading us wondering how much we can step further into education as a fundamental right for each and every citizen.