Narratives of Singularity: The Traces of School Experience as a Contribution to the Construction of an Inclusive Sensibility

This reflection article presents an approach to problematize the notions of ability/disability and the valorization of singularity to foster inclusive sensitivity among teachers in training. From a methodology based on autoethnography, it was proposed that students and educators reflect upon and write about significant experiences in their trajectories, exploring the possibilities of decentering both autoethnography and the context. The analysis of the narratives concludes that the invisibility of singularities has led to naturalized forms of exclusion within the teaching profession. Additionally, the autoethnographic approach contributes to teacher education, not only in understanding singularities but also in denaturalizing forms of exclusion in the realm of sensitivity.