2017-12-072017-12-072015-12SANTOS, Ivone Rodrigues; SILVA, Régis Henrique dos Reis. Implicações da política de educação especial na construção da identidade docente. Crítica Educativa, Sorocaba, v. 1, n. 2, p. 52-65, jul./dez. 2015.2447-4223http://repositorio.bc.ufg.br/handle/ri/13092his paper aims to analyze the special education policy implications in teachers’ professional identity, according to a critical and dialectic perspective. Although teachers’ professional identity is constantly changing, it is based on personal choices and formed in a historical and social context. We describe the purpose of special education and the teacher’s role that works in this area. Finally, we discuss the current guidelines of inclusive education (Brazil, 2008), highlighting their implications in the development of the teaching professional identity. We concludes that in the current special education/ inclusive education policy model, which education is interpreted in terms of social equalization, it is necessary to promote professional skills and abilities to teach in this area.porAcesso AbertoPolítica de educação especialIdentidade docenteEducação inclusivaSpecial education policyInclusive educationTeacher identityArtigo