This work is a critical-reflexive narrative constructed through the process of the author's (auto)biography as a professor with 15 years of experience teaching karate to people with visual impairments at the Institute of Education and Rehabilitation of the Blind of RN, in order to reflect the core of personal and professional self-development. By making use of the (auto)biography, the author contextualizes his way of teaching from his experiences as an individual in social contact with people with disabilities, as a martial artist with 25 years of practice, and as an academic in order to reflect on the themes of inclusion and exclusion, ableism and adaptations necessary to the teacher for the practice and teaching of Karate for people with visual impairments. More than reporting how to teach, the study seeks to understand the elements that make up the formation of a karate teacher and weave relationships with aspects of an inclusive education. To shed light on the exposed, the author engages in a dialogue between Eastern and Western knowledge, making use of lenses such as the philosophical precepts of Traditional Shotokan Karate, the Teaching Knowledge in Tardif and Pedagogy in Paulo Freire.