This paper analyzes the processes of deterritorialization/ reterritorialization experienced by teachers in a public school for Special Education in the city of Governador Valadares (MG). These teachers' experiences take place in a context that has moved Special Education towards inclusive education. This research was built on an interdisciplinary perspective, which is related to concepts arising from the fields of Education and territorial studies, as well as the categories of territory and deterritorialization / reterritorialization. Qualitative data was collected using semi-structured interviews in which six teachers from a private school participated, as well as and document analysis. Deterritorialization / reterritorialization processes are understood at three levels: historical-temporal, spatial and symbolic. These are marked by changes in practices, concepts, codes, and knowledge, which altogether led to the formation of new territories.
Special Education; Territory; Deterritorialization