Projetos de vida de professores do Atendimento Educacional Especializado

Abstract

This study aims to understand the life projects of teachers working in Specialized Educational Services (SES) for students with disabilities and/or neurodivergent conditions. The research was designed as a field study with a qualitative and exploratory approach, gathering data through semi-structured interviews with six teachers who have worked in Specialized Educational Services in Bahia for at least five years. Data analysis was conducted using qualitative content analysis based on the Life Project Coding Protocol, developed by the Stanford Center on Adolescence and adapted for the Brazilian context. This process aims to determine whether an individual is engaged in their life project and the specific form that project takes. The results revealed that all participating teachers possessed life projects centered on domains such as education, family, career, or values, beliefs, and faith. The findings also point to the benefits of understanding these aspects in the formation of teacher identity and their contributions to pedagogical practices within inclusive education.