Training of literacy teachers to work with Special Education: clues in national scientific production

Abstract

What is the space of concern of the academy with the binomial Literacy / Special Education? Is there enough and qualified space for the discussion of aspects such as teacher training for the literacy of students Target audience of Special Education in national scientific production? And what topics are highlighted in the potential discussion? Based on such questions, the text on screen aims to discuss processes of training literacy teachers to work with Special Education, through clues left by the national scientific production. To this end, it is operationally supported by a documentary and bibliographic research, guided by an analytical-reconstructive methodology, which examined an analysis corpus made up of a selection of articles published in magazines published in Brazil, open access, classified in Qualis and with a scope aimed specifically at special education and literacy, published in the second decade of the 21st century, from 2011 to 2020. It points out, as a conclusion, that there is little production that considers literacy specifically for the Special Education modality and, even more timidly, articles that are concerned with the training of literacy teachers for this purpose, or that raise more dense discussions on the subject, highlighting a possible gap in the national scientific production.