Education provision for people with disabilities has undergone considerable changes in the Brazilian social context. As part of these changes, two research projects have been developed: "Discourses, Identities and Literacy Practices in Special Education", and "Multiple Literacies, Identities and Interdisciplinarities in the Specialized Educational Care for Learners with Disabilities". These projects propose to relate ethnographic research, Critical Discourse Analysis and the New Literacy Studies in order to examine professional discourses and identities emerging from this context. Over five years of research, the results suggest that teachers' identities have changed as part of a process stemming from inadequate education in the initial stages to teach learners with disabilities and the teachers' attempt to overcome this gap through their daily and pedagogic literacies.
Discourse; Literacy; Inclusive Education
