REFLECTIONS ON CURRICULUM ADAPTATION AND THE TEACHING PRACTICES OF SPECIAL EDUCATION TEACHER EDUCATORS IN MANAUS AMAZONAS

Abstract

This article presents a partial account of an ongoing doctoral research project that examines the relationships among curriculum adaptation, continuing teacher education, and the teaching practices of Special Education teacher educators in Manaus, Amazonas, Brazil. The study aims to reflect on how participatory planning, reflective practice, and principles of the Natural Functional Curriculum may contribute to professional development activities committed to accessibility, participation, and the recognition of the potential of students who are the target population of Special Education. This qualitative study is grounded in action research and is being conducted at the Division of Professional Development for Teaching (DDPM), through fortnightly meetings, conversation circles, interviews, and participatory planning sessions with teacher educators. Partial findings indicate that collective planning encourages the exchange of experiences, reflection on teaching practice, and the identification of needs related to time, adapted resources, and methodologies used in professional development activities. The discussion also suggests that the Natural Functional Curriculum may constitute a pedagogical possibility when considered contextually and in accordance with students’ singularities. This partial analysis concludes that collaborative and reflective professional development practices can strengthen curriculum adaptation processes and broaden conditions for school inclusion.