This study aimed to understand how a formation process can contribute to the creative expression of education professionals, with a view to achieving inclusive education. It was based on the Theory of Subjectivity, developed by González Rey, from the concept of creativity, developed by Mitjáns Martínez, in dialogue with authors who discuss formation and inclusive education. We conducted an action-research, using a formation course developed with three supervisors who work in a public school in the state of Rio Grande do Norte and two teachers who work in the specialized educational service, at the same institution. The instruments used were observation, interviews, sentence complementation and writing. The analysis revealed that not all participants developed creative strategies as a result of participating in the course, though two of them developed very significant creative alternatives. We identified aspects of the course that contributed to enhance creative expression of the participants, such as: the possibility of participating in the preparation of the formation proposal; the fact that the course was conducted in the participants' workplace; readiness to engage in dialogue about this context; encouragement for development of the subject's situation; the use of activities and communication to encourage the development of subjective factors promoting creativity; relevance attributed to the need for changing beliefs, representations and conceptions about inclusive education. We understand that a formation process may contribute to creative expression if it takes into account the participants' personal dimension, enhancing the development of subjective elements, as well as assuming an understanding that a subject is involved.
Special Education; Training; Creativity; Inclusive Education
