“PENSÉ QUE NO HABLABA”

The concern for systematizing current configurations of Special Education arises from the exploration of spaces in which contributions from this field of knowledge have been rendered invisible, considered inferior, outdated, and segregating. The experience of approaching the research project described here begins with a request from community organizations in a rural setting in Colombia to a Special Education Bachelor's program site: "There is a lot of talk about inclusive education, but women with disabilities are not welcomed in formal educational settings because they say they are not prepared for us." The intention of this article is to propose reflections based on a research process on Special Education. The project that frames this work is developed in the Faculty of Education of the University of Antioquia (Colombia) and is entitled "Special Education: Voices, Signs, and Stories of Women" (SIIU Code: 2024-77570). Methodologically, it unfolds from a narrative biographical approach, based on the stories of six women with disabilities who have spent some part of their schooling in spaces linked to Special Education, to analyze how these spaces have influenced their lives and what continuities or discontinuities they have allowed.