| Summary: | This paper presents considerations about a research in which we have sought to understand the constitution of being
a female teacher in the field of Special Education based on the accounts of a beginning teacher. Thus, we have
recurred to a theoretical framework that deals with teacher education in the perspective of inclusion, as well as the
challenges arising from the moment one starts their career. The methodological toolkit has a qualitative nature with a
descriptive/analytical approach. Data were collect by means of a script of narration in which the experiences of
pedagogical practice in relation to the context of inclusion are discussed. The results indicate the need for basic
training in the perspective of how a professional will handle the reality of students who have some kind of special
educational need, since the feelings that emerge in the start of a career may become a means of reflection for a
formative model which includes this segment of professional education workers
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