The present article takes part in the field of continuous teacher training. We examine a group of teachers’ meanings when asked about whether the context of the pandemic has generated any changes in what they understand/assume/mean regarding inclusive education and in their development of didactic strategies. We start from the basis of assuming that the questions about their experience and personal career starting from the narrative unlocks the possibility to inspect and systematize processes for reworking teaching strategies. We conducted a two-dimensional analysis: the barriers and the opportunities in teaching and learning. The study identified possibilities for action, such as opportunities as well as guilt and lack of training that become barriers when trying to design strategies. Additionally, we analyzed characteristics in didactic strategies where the teachers’ creativity and audacity open a path of possibilities for the students with and without disabilities, and identified approaches to active methodologies, centered on the people who learn.

Inclusive education; Pandemic; Meanings; Barriers; Opportunities